Journal of the Korean Society of Earth Science Education (대한지구과학교육학회지)

The Korean Society of Earth Science Education (대한지구과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Relationship between the Mental Model and the Depictive Gestures Observed in the Explanations of Elementary School Students about the Reason Why Seasons change

계절의 변화 원인에 대한 초등학생들의 설명에서 확인된 정신 모델과 묘사적 몸짓의 관계 분석

  • Received : 2014.11.27
  • Accepted : 2014.12.26
  • Published : 2014.12.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze the relationship between the mental model and the depictive gestures observed in the explanations of elementary school students about the reason why seasons change. As a result of analysis in gestures of each mental model, mental model was remembered as "motion" in case of CM-type, and showed more "Exphoric" gestures that expressed gesture as a language. CF type is remembered in "writings or pictures," and metaphoric gestures were used when explaining some alternative concepts. CF-UM type explained with language in detail, and showed a number of gestures with "Lexical." Analyzing depictive gestures, even with sub-categories such as rotation, revolution and meridian altitude, etc., a great many types of gestures were expressed such as indicating with fingers, palms, arms, ball-point pens, and fists, etc., or drawing, spinning and indicating them. We could check up concept understandings of the students through this. In addition, as we analyzed inconsistencies among external representations such as verbal language and gesture, writing and gesture, and picture and gesture, we realized that gestures can help understanding mental models of the students, and sometimes, we could know that information that cannot be shown by linguistic explanations or pictures was expressed in gestures. Additionally, we looked into two research participants that showed conspicuous differences. One participant seemed to be wrong as he used his own expressions, but he expressed with gestures precisely, while the other participant seemed to be accurate, but when he analyzed gestures, he had whimsical concepts.

Keywords

References

  1. Abell, S., Martini, M., & George, M. (2001). That's what scientists have to do: Preservice elementary teachers' conceptions of the nature of science during a moon investigation. International Journal of Science Education, 23(11), 1095-1109. https://doi.org/10.1080/09500690010025049
  2. Albali, M. W. (2005). Gesture in spatial cognition: Expressing, communicating, and thinking about spatial information. Spatial Cognition and Computation, 5(4), 307-331. https://doi.org/10.1207/s15427633scc0504_2
  3. Bryan, J. M., Kinnari, A., Tilbe, G., Martina, A. R., & Maria, P. (2012). Representing space : Exploring the relationship between gesturing and geoscience understanding in children. Spatial Cognition, 7463, 405-415.
  4. Gooding, D. C. (2004). Cognition, construction and culture: Visual theories in the sciences. Journal of Cognition and Culture, 4, 551-593. https://doi.org/10.1163/1568537042484896
  5. Gooding, D. C. (2010). Visualizing scientific inference. Topics in Cognitive Science, 2(1), 15-35. https://doi.org/10.1111/j.1756-8765.2009.01048.x
  6. Greca, I. M., & Moreira, M. A. (2000). Mental models, conceptual models, and modeling. International Journal of Science Education, 22(1), 1-11. https://doi.org/10.1080/095006900289976
  7. Hegarty, M., Mayer, S., Kriz, S., & Keehner, M. (2005). The role of gestures in mental animation, Spatial Cognition & Computation. 5(4), 333-356. https://doi.org/10.1207/s15427633scc0504_3
  8. Johnson-Laird, P. N. (1980). Mental models in cognitive science. Cognitive Science, 4(1), 71-115. https://doi.org/10.1207/s15516709cog0401_4
  9. Kali, Y., Orion, N., and Mazor, E. (1997). Software for assisting high school students in the spatial perception of geological structures, Journal of Geoscience Education, 45(1), 10-21. https://doi.org/10.5408/1089-9995-45.1.10
  10. Ko, Min-seok & Yang, Il-ho(2014). An Analysis on the roles and strategies of Imagistic Simulation observed in Mental Simulation about problematic situations of prediction. Journal of the Korean Association for Science Education, 34(3), 247-260. https://doi.org/10.14697/jkase.2014.34.3.0247
  11. Lane, R., & Coutts, P. (2012). Student's alternative conceptions of tropical cyclone causes and processes. International Research in Geographical & Environmental Education, 21(3), 205-222. https://doi.org/10.1080/10382046.2012.698080
  12. Libarkin, J. C., Beilfus, M., & Kurdziel, J. P. (2003). Research methodologies in science education: Mental models and cognition in education. Journal of geoscience education, 51(1), 121-126.
  13. Na, Ji-yeon & Song, Jin-woong(2012). The Types and Features of Gestures in Science Discourse of Elementary Students. Journal of Korean Elementary Science Education, 31(4), 450-462.
  14. Nersessian, N. J. (1993). In the Theoretician's Laboratory: Thought Experimentation as Mental Modelling. Proceedings of the Biennial Meeting of the Philosophy of Science Association 2, 291-301.
  15. Orion, N., BenChaim, D., & Kali, Y. (1997). Relationship between earth-science education and spatial visualization, Journal of Geoscience Education, 45, 129-132. https://doi.org/10.5408/1089-9995-45.2.129
  16. Ramadas, J. (2009). Visual and Spatial Modes in Science Learning. International Journal of Science Education, 31(3), 301-318. https://doi.org/10.1080/09500690802595763
  17. Reiner, M. (1998). Thought experiments and collaborative learning in physics. International Journal of Science Education, 20(9), 1043-1058. https://doi.org/10.1080/0950069980200903
  18. Reiner, M., & Gilbert, J. (2000). Epistemological resources for thought experimentation in science learning. International Journal of Science Education, 22(5), 489-506. https://doi.org/10.1080/095006900289741
  19. Roth, W. M. (2000). From gesture to scientific language. Journal of pragmatics, 32, 1683-1714. https://doi.org/10.1016/S0378-2166(99)00115-0
  20. Roth, W. M. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12, 285-304. https://doi.org/10.1016/S0959-4752(01)00023-8
  21. Scherr, R. E. (2008). Gesture analysis for physics education researchers. Physical Review Special Topics-Physics Education Research, 4(1), 010101. https://doi.org/10.1103/PhysRevSTPER.4.010101
  22. Stephens, A. L., & Clement, J. (2007). Depictive Gestures as Evidence for Dynamic Mental Imagery in Four Types of Student Reasoning. Physics Education Research, 883, 89-92.
  23. Stephens, L., & Clement, J. (2010) Documenting the use of expert scientific reasoning process by high school physics students. Physical Review Special Topics - Physics Education Research, 6(2), URL: http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020122.
  24. Trafton, J. G., Trickett, S. B., Stitzlein, C. A., Saner, L., Schunn, C. D., & Kirschenbaum, S. S. (2006). The relationship between spatial transformations and iconic gestures. Spatial cognition and computation, 6(1), 1-29. https://doi.org/10.1207/s15427633scc0601_1

Cited by

  1. Effects of Modeling-Based Science Inquiry Instruction on Elementary Students' Learning in the Unit of Seasonal Changes vol.35, pp.2, 2016, https://doi.org/10.15267/keses.2016.35.2.265
  2. A Proposal of Curriculum and Teaching Sequence for Seasonal Change by Exploring a Learning Progression vol.39, pp.3, 2018, https://doi.org/10.5467/JKESS.2018.39.3.260