Teachers' Responsiveness to Students' Gestured Candidate Responses in Whole-Class STEM Interactions

Autor/inn/en	Flood, Virginia J.; Harrer, Benedikt W.
Titel	Teachers' Responsiveness to Students' Gestured Candidate Responses in Whole-Class STEM Interactions
Quelle	In: Classroom Discourse, 14 (2023) 3, S.281-301 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flood, Virginia J.) ORCID (Harrer, Benedikt W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2022.2080086
Schlagwörter	STEM Education; Nonverbal Communication; Teacher Response; Student Reaction; Student Participation; Class Activities; Classroom Communication; High School Students; Middle School Students; High School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? STEM; Non-verbal communication; Nonverbale Kommunikation; Lehrerkommentar; Schülerkritik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	We contribute a preiously unidentified way representational gestures are used to organise participation and the co-construction of knowledge in whole-class interactions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Drawing on ethnomethodology and conversation analysis (EMCA), we characterise students' "gestured candidate responses" and how teachers respond to them. To answer teachers' questions, students sometimes use representational gestures to provide silent, 'off-the-record' tentative responses that we call "gestured candidate responses" (GCRs). Teachers can respond to GCRs by "ratifying" or "declining" students' responses. Teachers' responses to GCRs include (1) ratifying the GCR by "nominating" students to share the response, (2) ratifying the GCR by "repeating" the gestured response for the class, (3) declining the GCR by "not publicly pursuing" the contribution, or (4) declining the GCR by "publicly rejecting" the contribution. Our analysis contributes to a better understanding of how students use gesture and how teachers attend and respond to students' gestures in STEM classroom discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01