The Semiotic Work of the Hands in Scientific Enquiry

Autor/inn/en	Sakr, Mona; Jewitt, Carey; Price, Sara
Titel	The Semiotic Work of the Hands in Scientific Enquiry
Quelle	In: Classroom Discourse, 5 (2014) 1, S.51-70 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2013.868078
Schlagwörter	Inquiry; Science Instruction; Teaching Methods; Nonverbal Communication; Observation; Elementary School Students; Interaction; Human Body; Hands on Science; Technology Uses in Education; Educational Technology; Classification; Foreign Countries; Light; Elementary School Science; United Kingdom (London) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Beobachtung; Interaktion; Menschlicher Körper; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Classification system; Klassifikation; Klassifikationssystem; Ausland; Licht
Abstract	This paper takes a multimodal approach to analysing embodied interaction and discourses of scientific investigation using an interactive tangible tabletop. It argues that embodied forms of interaction are central to science inquiry. More specifically, the paper examines the role of hand actions in the development of descriptions and explanations of scientific phenomena in tangible digital learning environments. It reports an observational study of primary school students aged 10-11 years conducting scientific investigations via an interactive tangible tabletop. Through the systematic tracking and analysis of hand action in line with phases of scientific inquiry the paper maps, critiques and extends previous research, notably Roth's concept of a "developmental trajectory", to develop a "taxonomy" of hand actions for scientific inquiry in tangible digital learning environments. The paper concludes by presenting an alternative model through which to understand the semiotic role of the hands in scientific inquiry, one in which different hand actions do not follow a simple developmental sequence, but instead fulfil different functions across the inquiry process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01