Teacher orchestration of language and gesture in explaining science concepts in images

Journal article


Ngo, Thu, Unsworth, Len and Herrington, Michele. (2022). Teacher orchestration of language and gesture in explaining science concepts in images. Research in Science Education. 52(3), pp. 1013-1030. https://doi.org/10.1007/s11165-021-10011-z
AuthorsNgo, Thu, Unsworth, Len and Herrington, Michele
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.

Keywordsgesture; multiple representations; science explanation; disciplinary discourse; multimodality
Year2022
JournalResearch in Science Education
Journal citation52 (3), pp. 1013-1030
PublisherSpringer
ISSN0157-244X
Digital Object Identifier (DOI)https://doi.org/10.1007/s11165-021-10011-z
Scopus EID2-s2.0-85112478691
Page range1013-1030
FunderAustralian Research Council (ARC)
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License
File Access Level
Open
Output statusPublished
Publication dates
Online13 Aug 2021
Publication process dates
Accepted20 May 2021
Deposited28 Oct 2021
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDLP160100263
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