Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

Autor/inn/en	Ngo, Thu; Unsworth, Len; Herrington, Michele
Titel	Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images
Quelle	In: Research in Science Education, 52 (2022) 3, S.1013-1030 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ngo, Thu) ORCID (Unsworth, Len) ORCID (Herrington, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-10011-z
Schlagwörter	Science Education; Visual Aids; Comprehension; Nonverbal Communication; Language Usage; High School Students; Biology; Science Instruction; High School Teachers + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Anschauungsmaterial; Verstehen; Verständnis; Non-verbal communication; Nonverbale Kommunikation; Sprachgebrauch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Students' difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers' orchestration of language and gesture in explaining diagrams--and very few in senior high schools. Research with younger students and studies of research scientists' practice indicate the significance of the interaction of teachers' gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers' use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01