Examining Middle School Students’ Gestures on Geological Field Trips

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Yoon-Sung Choi, Seung-urn Choe, Chan-Jong Kim
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引用次数: 1

Abstract

The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners.
考察中学生地质野外考察的手势
本研究的目的是考察中学生在地质野外考察中的手势。先前对手势的研究侧重于理解人类发展,探索学生的手势有助于提高对学生在学习环境中交流的理解。在本研究中,来自一所资优教育中心的中学生在汉滩河沿岸进行实地调查,了解和解释河流的形成过程。利用解释学来解释学生手势的含义,研究人员确定了三种常用手势:指示性手势、可成像手势和描述性手势,它们要么用于社会交流目的(解释、询问、坚持和提供证据),要么用于科学交流目的(可视化和时间或空间)。研究人员提出了手势在帮助新手学习者交流地球科学内容方面的作用,以及手势被教育工作者用作学习者教学资源的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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