Relating Different Talk Types to Gesture Types in Collaborative Science Problem-Solving Activities

• In Event: The Role of Emotion and Gesture in Science Learning Environments

Abstract

Drawing on social-semiotic theory, the current study explores connection of talk and gesture in collaborative science problem-solving activities. The data consisted of successive statements in student conversations from six groups of middle school students coded with different types of talk and gestures. Pearson Phi correlation test was used to analyze the data. Results showed that representing gestures were concurrently used with talk that engaged students in higher-order cognitive engagement. For pointing gestures, students used them to engage in higher-order cognitive engagement and collaborative regulation talk. Last, the associations between W-Gestures and talk types were negligible. The current study underscores the importance of considering multimodal perspectives in looking at students’ social negotiation during science collaborations.

Authors

• Arif Rachmatullah, SRI International
  Presenting Author

• Nonye M. Alozie, SRI International
  Non-Presenting Author

• Hui Yang, SRI International
  Non-Presenting Author