Making Gesture Explicit in Student Explanations: Exploring Learning Effects and Design Implications

• In Event: Understanding the Ways in Which Students Make Sense in Science

Abstract

This study extends research on learning and gesture by examining the effects of making gesture explicit in the context of students’ science explanations. Four different categories of eliciting and highlighting gesture were identified across interviews of students constructing explanations for science phenomena: 1) reification of spontaneous gesture, 2) “show me” prompts, 3) prompts to use a specific gesture, and 4) reflecting on the role of gesture generally in one’s own thinking. An example is given for each category, and the observed learning and behavior effects are described. Potential design and instructional implications of making gestures explicit are discussed.

Authors

• Robb Lindgren, University of Illinois at Urbana-Champaign

• Robert Charles Wallon, University of Illinois at Urbana-Champaign

• Nathan Kimball, The Concord Consortium

• Nitasha Mathayas, University of Illinois at Urbana-Champaign

• David E. Brown, University of Illinois at Urbana-Champaign