Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Difference of Gestures between Scientists and Middle School Students in Scientific Discourse: Focus on Molecular Movement and the Change in State of Material

과학담화에서 과학자와 중학생의 제스처 비교 -분자운동과 물질의 상태변화를 중심으로-

  • Kim, Ji Hyeon (Seoul National University Department of Science Education) ;
  • Cho, Hae Ree (Seoul National University Department of Education) ;
  • Cho, Young Hoan (Seoul National University Department of Education) ;
  • Jeong, Dae Hong (Seoul National University Department of Science Education)
  • Received : 2017.11.27
  • Accepted : 2018.04.27
  • Published : 2018.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

Gestures accompanied by scientific discourses play an important role in constructing mental models and making model-based inferences. According to embodied cognition literature, gestures can be a source of recognition of the mental models of students and help them in changing naive beliefs about science. This study intends to compare the gestures of scientists with that of middle school students in explaining scientific phenomena and to explore the relationship between gestures and scientific discourse. In the study, 10 scientists and 10 middle school students participated in clinical interviews and the tests of knowledge and self-efficacy. Participants engaged in one-on-one clinical interviews with semi-structured questions about three tasks regarding the molecular movement and the state change of matter. Four researchers carried out open coding and applied a constant comparison method in order to analyze video-recorded gestures. This study found four themes (feature of gesture, use of gesture, content of gesture, function of gesture) about the differences of gestures between scientists and middle school students. Scientists used more diverse and elaborate gestures systematically and frequently in the interview. Although students used gestures in their scientific talk and reasoning, the gestures of students were not well grounded on scientific knowledge and had different functions from those of scientists. The findings revealed that gestures can represent underlying cognition and strengthen scientific thinking. We should encourage students to use gestures as a tool to understand scientific concepts and make inferences.

과학 담화에 동반되는 제스처는 정신 모형의 구성과 모델에 기반한 추론에 중요한 역할을 한다. 체화된 인지의 관점에서 제스처는 학생의 내면에 기저한 정신모형을 유추하는 근거인 동시에 학생의 불완전한 과학적인 사고의 변화에 도움을 줄 수 있다. 이 연구는 과학 교육의 맥락에서 제스처의 역할을 탐색해보고자 과학적 담화에서 제스처의 특징을 살펴보고 과학자와 중학생의 제스처를 비교하였다. 각각 10명의 과학자와 중학생이 본 연구에 참여했으며, 일대일 면담에서는 '분자운동과 상태 변화'에 관한 세 가지 면담과제가 제시되었고 면담은 반구조화된 clinical interview의 방식으로 진행되었다. 과학자와 중학생의 제스처는 모두 비디오로 녹화하였으며, 근거 이론(grounded theory)에 기반하여 4명의 연구자가 반복적으로 비교 분석하였다. 연구 결과, 과학자와 중학생의 제스처는 4가지 측면(제스처의 특징, 제스처의 사용, 제스처의 내용, 제스처의 기능)에서 상이한 특성을 보였다. 과학자는 다양하고 정교한 제스처를 보다 빈번하게 체계적으로 사용했으며, 중학생 또한 과학적 사고와 소통의 도구로 제스처를 과학담화에서 사용했으나, 중학생의 제스처는 과학자의 제스처에 비해 과학적인 근거가 부족했으며 기능적인 특징에서도 상당한 차이점이 있었다. 이 결과는 제스처가 과학적 사고를 강화하는 데 도움이 될 수 있으며, 내면에서 일어나는 인지활동을 알아보는 수단이 될 수 있다는 것을 보여준다. 앞으로 학생들이 제스처를 과학 개념의 이해와 추론을 돕는 도구로 사용할 수 있도록 지원할 필요가 있다.

Keywords

References

  1. Ackerman, J. M., Nocera, C. C., & Bargh, J. A. (2010). Incidental haptic sensations influence social judgments and decisions. Science, 328, 1712-1715. https://doi.org/10.1126/science.1189993
  2. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645. https://doi.org/10.1146/annurev.psych.59.103006.093639
  3. Black, J. B., Segal, A., Vitale, J. & Fadjo, C. (2012). Embodied cognition and learning environment design. In D. Jonassen and S. Lamb (Eds.), Theoretical foundations of student-centered learning environments (pp. 198-223). New York: Routledge.
  4. Broaders, S. C., Cook, S. W., Mitchell, Z. & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539-550. https://doi.org/10.1037/0096-3445.136.4.539
  5. Chi, M. T. H., de Leeuw, N., Chiu, M.-H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
  6. Clark, A., & Chalmers, D. (1998). The extended mind. Cambridge, Mass.: MIT Press.
  7. Crowder, E. M. (1996). Gestures at work in sense-making science talk. Journal of the Learning Sciences, 5, 173-208. https://doi.org/10.1207/s15327809jls0503_2
  8. Crowder, E. M., & Newman, D. (1993). Telling what they know: The role of gestures and language in children’s science explanations. Pragmatics & Cognition, 1, 339-374.
  9. Church, R., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education: Does gesture enhance learning? Bilingual Education and Bilingualism, 7(4), 303-319. https://doi.org/10.1080/13670050408667815
  10. De Jong, T., & Ferguson-Hessler, M. G. M. (1986). Cognitive structures of good and poor novice problem solvers in physics. Journal of Educational Psychology, 78(4), 279-288. https://doi.org/10.1037/0022-0663.78.4.279
  11. Dreyfus, B. W., Gupta, A., & Redish, E. F. (2015). Applying conceptual blending to model coordinated use of multiple ontological metaphors. International Journal of Science Education. 37(5-6), 812-838. https://doi.org/10.1080/09500693.2015.1025306
  12. Forceville, C., & Urios-Aparisi, E. (2009). Multimodal metaphor. Berlin: Walter de Gruyter.
  13. Fauconnier, G., & Turner, M. (1996). Blending as a central process in grammar. Stanford, CA: Cambridge University Press.
  14. Gallagher, S., & Zahavi, D. (2008). The phenomenological mind. New York: Routledge.
  15. Gibbs Jr, R. W. (2005). Embodiment and cognitive science. Cambridge University Press.
  16. Goldin-Meadow, S., & Beilock, S. L. (2010). Action's influence on thought: The case of gesture. Perspectives on Psychological Science, 5(6), 664-674. https://doi.org/10.1177/1745691610388764
  17. Gullberg, M. (2006). Handling discourse: Gestures, reference tracking, and communication strategies in early L2. Language Learning, 56, 155-196. https://doi.org/10.1111/j.0023-8333.2006.00344.x
  18. Gullberg, M. (2008). A helping hand? Gestures, L2 learners, and grammar. In S. McCafferty and G. Stam (Eds.), Gesture (pp. 185-210). New York: Routeledge.
  19. Han, I., & Black, J. B. (2011). Incorporating haptic feedback in simulation for learning physics. Computers & Education, 57(4), 2281-2290. https://doi.org/10.1016/j.compedu.2011.06.012
  20. Hauk, O., Johnsrude, I., & Pulvermuller, F. (2004). Somatotopic representation of action words in human motor and premotor cortex. Neuron, 41(2), 301-307. https://doi.org/10.1016/S0896-6273(03)00838-9
  21. Hunting, R. P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathematical Behavior, 16(2), 145-165. https://doi.org/10.1016/S0732-3123(97)90023-7
  22. Jang, M. (2006). From dichotomy of mind and body to transcendental body-subject - From Maine de Biran to Merleau-Ponty. The Daedong Philosophy, 35, 171-216.
  23. Ju, M. K., & Kwon, O. N. (2003). Students' conceptual metaphor of differential equations: A sociocultural perspective on the duality of the students' conceptual model. School Mathematics, 5(1), 135-149.
  24. Kang, H. (2015). Comparing standard setting methods for a Likert scale test. Doctorial dissertation, Seoul Women's University.
  25. Kang, S., Tversky, B., & Black, J. B. (2012). From hands to minds: How gestures promote action understanding. In Proceedings of the 34th annual conference of the cognitive science society (pp. 551-557).
  26. Kim, E. (2006a). Development and effectiveness of motivation regulation training program for university students. Doctorial dissertation, Seoul Women's University.
  27. Kim, H. (2006b). Educational implications of mental model theory. The Korean Journal of Human Resource Development Quarterly, 1(3), 75-94.
  28. Kim, S. (2014). Conceptual metaphor theory: Developments and evaluations. Journal of the English Language and Literature, 56(4), 21-42
  29. Korean Society for Cultural Anthropology. (1999). I face myself in a strange place. Seoul: Iljogak.
  30. Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. Chicago, IL: University of Chicago Press.
  31. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
  32. Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic books.
  33. Lee, H. (2015). A study of school-based curriculum development about 'molecular motion and state change' for the first grade of middle school : For differentiated learning based on digital-textbook environment. Master's thesis. Seoul National University.
  34. Matin, A. (2007). The representation of object concepts in the brain. Annual Review of Psychology, 58, 25-45. https://doi.org/10.1146/annurev.psych.57.102904.190143
  35. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: The University of Chicago Press.
  36. Nathan, M. J., & Martinez, C. V. J. (2015). Gesture as model enactment: The role of gesture in mental model construction and inference making when learning from text. Learning: Research and Practice, 1(1),4-37. https://doi.org/10.1080/23735082.2015.1006758
  37. No, K. (2010). Gesture as a teaching strategy in the primary English class: Comparing English native teachers and Korean teachers. The Korea Association of Primary English Education, 16(2), 7-28.
  38. Oh, H.,. Sung, E., Bae, J., & Sung, M. (2009). A comparative study of the main characteristics between the top experts from general experts in company context. Asian Journal of Education, 10(4), 105-135. https://doi.org/10.15753/aje.2009.10.4.005
  39. Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie. W. J. (1993). Predictive validity and reliability of the motivated strategies for learning questionnaire. Educational and Psychological Measurement, 53, 801-813. https://doi.org/10.1177/0013164493053003024
  40. Roth, W. M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365-392 https://doi.org/10.3102/00346543071003365
  41. Roth, W. M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136. https://doi.org/10.1002/1098-2736(200101)38:1<103::AID-TEA6>3.0.CO;2-G
  42. Ruesch, J., & Kees, W. (1956), Nonverbal communication: Notes on the visual perception of human relations. Berkelry: University of California Press.
  43. Ryu, J., & Yu, J. (2014). The effect of pedagogical agent’s nonverbal communications on affective perception and cognitive efficiency. The Korean Journal of Eductional Methodology Studies, 26(1), 115-136. https://doi.org/10.17927/tkjems.2014.26.1.115
  44. Scopelitis, S. (2013). Interactive explanations: The functional role of gestural and bodily action for explaining and learning scientific concepts in face-to-face Arrangements. Doctorial dissertation, University of Washington.
  45. Smith, L., & Gasser, M. (2005). The development of embodied cognition: Six lessons from babies. Artificial Life, 11(1-2), 13-29. https://doi.org/10.1162/1064546053278973
  46. Smith, C. P., King, B., & Hoyte, J. (2014). Learning angles through movement: Critical actions for developing understanding in an embodied activity. Journal of Mathematical Behavior, 36, 95-108. https://doi.org/10.1016/j.jmathb.2014.09.001
  47. So, H., Lee, J., & Oh, S. (2016). Interaction analysis between visitors and gesture-based exhibits in science centers from embodied cognition perspectives. Korea Science & Art Forum, 25, 227-240. https://doi.org/10.17548/ksaf.2016.09.25.227
  48. Song, S. (2001). Merleau Ponty's philosophy. Daejeon: Mungyeong
  49. Stam, G., & McCafferty, G. (2008). Gesture studies and second language acquisition. New York: Routeledge.
  50. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
  51. Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636. https://doi.org/10.3758/BF03196322