Peer Interaction and Conceptual Development: A Multimodal Interaction Analysis

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Designing for Dialogue in Science Learning

Abstract

Multimodality in science instruction is often discussed in terms of added value for multilingual learners. In any interaction, participants both employ and attend to gesture, gaze, posture, and facial expression. This study looked at a pair of students engaged in a science activity with a balance scale protocol to examine the mechanisms of peer interaction and conceptual development. Through multimodal interaction analysis we were able to observe when concepts emerged and how those concepts were co-constructed. Specifically, we found evidence of students co-constructing both the concept and language for cause-effect relationships. For science teachers to support students in sensemaking, it is necessary to identify and characterize the modes of communication and the objects of inquiry so they can plan appropriately.

Author

• John Galisky, University of California - Santa Barbara