Designed and Spontaneous Gestures in Elementary Astronomy Education

Padalkar, Shamin; Ramadas, Jayashree

doi:10.1080/09500693.2010.520348

Cited by 23 publications

(15 citation statements)

References 31 publications

(36 reference statements)

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“…Thus Padalkar and Ramadas (2011) focused on the role of gestures in the learning of elementary astronomy (the Earth-Moon-Sun system) in Grade 8 classes, Herrera and Riggs (2013) examined the use of gestures when US undergraduates learnt about stratigraphy in geology classes, and Roth and Welzel (2001) looked at the relationship between gestures, laboratory practical work, and conceptual learning for Grade 10 students of physics. These studies draw on a similar theoretical background and reach a consensus about the value of gesture as a mode of representation.…”

Section: The Gestural Modementioning

confidence: 99%

The Contribution of Visualisation to Modelling-Based Teaching

Gilbert

Justi

2016

Models and Modeling in Science Education

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Both the creation of models and their communication to other people involve visualisations. These are, respectively, 'internal' (or mental) and 'external' (or public) representations, with the latter confusingly also being called visualisations. Perceptions by one of the five senses provide external representations. The modes of external representation of particular importance in science education are the: gestural, concrete, static visual (pictures, diagrams, graphs, mathematical and chemical equations), dynamic visual (drama, animation, simulation), oral and auditory. The skills and abilities that constitute meta-visual competence in the modes are reviewed in this chapter, for they enable the central element of modelling -the design and conduct of thought experiments -to take place. Consequently, the skills and abilities of both modelling and of visualisation are mutually developed and employed during MBT. The Growing Importance of VisualisationSince the dawn of 'the age of science', arguably about 1400 CE, evermore detailed phenomena in the world-as-experienced have been studied, producing increasingly complex and detailed models of their behaviour and constitution. In order to be accepted as contributing to scientific progress, these models then have to be communicated by their creators to other scientists for critical review and, given sufficient support, for general publication in scientific journals and use in other research. Creating, seeking approval for, and disseminating these models inevitably taxes the imaginations of scientists, tasks for which every help is no doubt much appreciated. With the somewhat parallel growth of systematic science education, in Europe and North America from about 1850, one problem that rapidly emerged was how to successfully promote an understanding of the ever-expanding range of established models in students. More recently, in order both to support the development of more scientists and to facilitate greater creativity, as well as providing insight for the general public into how models are devised and evaluated, a greater emphasis has been placed in science education on the skills of modelling. Visualisation plays a central and increasing role in all three of these activities: the creation of models, their evaluation by the scientific community, and their communication to students of science of all ages. 122A visualisation, also commonly called 'what is seen in the mind's eye', is a colloquial way of referring to the result of the formation of a 'mental image' or 'mental model'. Visualising, the formation of a visualisation, is a quasi-perceptual experience, in that it resembles perceptual experience, but is one which can occur in the absence of the external stimuli (Thomas, 2014). The steadily increasing social pressure to create and communicate visualisations has gone hand-in-hand with an expansion of the availability of support for doing so. Whilst early efforts were largely confined to sketches and line drawings, the advent of high-quality reprographics and ...

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Section: The Gestural Modementioning

confidence: 99%

The Contribution of Visualisation to Modelling-Based Teaching

Gilbert

Justi

2016

Models and Modeling in Science Education

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“…Traditionally, the teachers of French primary classes use classical physical models which possess a large part of these parameters (i.e. manipulation possibilities, physical representation of celestial bodies, investigation possibilities...) crucial for astronomy learning [28,30,33,35].…”

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confidence: 99%

An Augmented Reality Environment for Astronomy Learning in Elementary Grades

Fleck

Simon

2013

Proceedings of the 25th Conference on l'Interaction Homme-Machine

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This paper describes an ongoing research comparing two 3D astronomical tangible models: an Augmented Reality model versus a physical model. According to IBSE principles, learners should investigate and manipulate in order to become conscious of the origin of astronomical phenomena, construct scientific knowledge and change their misconceptions. In primary French schools, physical models are usually used. However, children do not take advantage of these models and form new synthetic models instead of scientific ones. We aim at providing an adapted pedagogical environment support. An Augmented Reality environment was designed for inquiry-based learning. This tangible AR model shows augmented views of the celestial bodies and supports the pupils' investigations using spatial visual guides and views from a terrestrial observer. The AR model not only exposes the phenomena as in several Virtual Environments, but also allows pupils to virtually move the celestial bodies and test "as for real" their hypotheses. Our results show that the AR environment is particularly suitable for astronomy learning compared to the physical one. Only AR users have developed scientific conceptions of the explored astronomical phenomena and learnings have been significantly improved. Furthermore, we present some arguments in order to support the assumption that the AR model assists the process of scaffolding and motivation dynamic by enhancing task controllability and by promoting collaborative learning.

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“…In talking with the students, the teacher used concrete models to question them (events 5, 7, and 14). The students used gestures at times when they were having difficulties expressing themselves (events 3, 10, 11, and 12)-something frequently reported in the literature (Goldin-Meadow, 1999;Goldin-Meadow & Alibali, 2013;Herrera & Riggs, 2013;Padalkar & Ramadas, 2011). Sometimes, these gestures were not essential to understanding the excerpt since their ideas were easily understood through speech alone.…”

Section: Dialogue Between the Teacher And A Group While Conducting Anmentioning

confidence: 92%

“…Research on the use of each of these modes of representation (or combinations of them) has been published mainly in the last decade (e.g. Adadan, 2013;Ainsworth, 2006;Herrera & Riggs, 2013;Padalkar & Ramadas, 2011;Prain, Tytler, & Peterson, 2009;Tang, Chee, & Yeo, 2011). Recently, four edited books (Gilbert & Treagust, 2009;Treagust & Tsui, 2013;Tytler, Prain, Hubber, & Waldrip, 2013;Verschaffel, Corte, de Jong, & Elen, 2010) focus on the role of multiple representations in science education.…”

Section: Representation In Science Educationmentioning

confidence: 97%

“…According to Goldin-Meadow (2011), in such an integration between gesture and other models of representation (mainly the verbal one), the two of them contribute to convey the meaning to be expressed since they may display distinct (types of) thoughts, thus reducing students' cognitive effort. It is also possible that students gestured in order to link their mental models to phenomena (Padalkar & Ramadas, 2011), which means that gestures can also play a relevant role in reasoning and thinking (Goldin-Meadow, 2006;Goldin-Meadow & Alibali, 2013;Herrera & Riggs, 2013).…”

Section: The Functions Of the Representationsmentioning

confidence: 99%

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The Use of Representations and Argumentative and Explanatory Situations

Oliveira

Justi

Mendonça

2015

International Journal of Science Education

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This paper discusses the use of non-verbal representations in a modelling-based science teaching context, in which argumentative and explanatory situations occur. More specifically, we analyse how the students and teacher use representations in their discourse in modelling activities, and we discuss the relationships between the functions of these representations and the demands of the explanatory and argumentative situations that exist in that classroom. The data were collected by video recording all the classes in which a teaching sequence about intermolecular interactions was used-a topic which the students had not previously studied. In the activities, the students had to create, express, test, and discuss models in order to understand the difference between intermolecular and interatomic interactions, as well as their influences on the properties of substances. Initially, we selected excerpts of the recorded classes in which a nonverbal representation was used. Then, we used criteria to identify the argumentative and explanatory situations (previously defined), and we created categories for the functions of the representations that were used in order to analyse all the identified situations. The analysis supports conclusions indicating the relevance of the use of non-verbal representations in the construction, use, and defence of explanations. As the defence of explanations was the main context in which argumentative situations occurred in this study, our conclusions also indicate the contribution that representations make towards changing the status of the students' explanations.

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Designed and Spontaneous Gestures in Elementary Astronomy Education

Cited by 23 publications

References 31 publications

The Contribution of Visualisation to Modelling-Based Teaching

The Contribution of Visualisation to Modelling-Based Teaching

An Augmented Reality Environment for Astronomy Learning in Elementary Grades

The Use of Representations and Argumentative and Explanatory Situations

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