Examining Middle School Students' Gestures on Geological Field Trips

Autor/inn/en	Choi, Yoon-Sung; Choe, Seung-Urn; Kim, Chan-Jong
Titel	Examining Middle School Students' Gestures on Geological Field Trips
Quelle	In: Asia-Pacific Science Education, 6 (2020) 1, S.97-115 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	Middle School Students; Geology; Field Trips; Nonverbal Communication; Academically Gifted; Gifted Education; Interpersonal Communication; Grade 8; Grade 9; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Historische Geologie; Exkursion; Non-verbal communication; Nonverbale Kommunikation; Interpersonale Kommunikation; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Korea; Republik
Abstract	The purpose of this study was to examine middle school students' gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students' gestures can be helpful in improving understanding of students' communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01