References
- Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W., & Paas, F. (2015). Giving learning a helping hand: Finger tracing of temperature graphs on an iPad. Educational Psychology Review, 27, 427-443.
- Alibali, M., and Nathan, M. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the learning sciences, 21(2), 247-286.
- Alibali, M., Boncoddo, R., & Hostetter, A. (2014). Gesture in reasoning: An embodied perspective. In The Routledge handbook of embodied cognition (pp. 150-159). Routledge.
- Atit, K., Shipley, T., & Tikoff, B. In press. What do a geologist's hands tell you? A framework for classifying spatial gestures in science education. (2014). In Montello, D.R., Grossner, K., and Janelle,D.G., eds., Space in mind: Concepts for spatial learning andeducation. Cambridge, MA: MIT Press.
- Atit, K., Gagnier, K., & Shipley, T. (2015). Student gestures aid penetrative thinking. Journal of Geoscience Education, 63(1), 66-72.
- Barsalou, L. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577-660.
- Bezemer, J., and Jewitt, C. (2010). Multimodal analysis: Key issues. (Eds.,) Research methods in linguistics, pp. 180-197.
- Bezemer, J., and Mavers, D. (2011). Multimodal transcription as academic practice: A social semiotic perspective. International Journal of Social Research Methodology, 14(3), 191-206.
- Bezemer, J., and Kress, G. (2014). Touch: A resource for making meaning. The Australian Journal of Language and Literacy, 37(2), 77-85.
- Carlson, C., Jacobs, S. A., Perry, M., & Church, R. B. (2014). The effect of gestured instruction on the learning of physical causality problems. Gesture, 14(1), 26-45.
- Choi, Y., Choe, S., & Kim, C. (2020). Examining middle school students' gestures on geological field trips. Asia-Pacific Science Education, 6(1), 97-115.
- Choi, Y., Kim, C., & Choe, S. (2023). Exploring students' use of gestures to create scientific models during geological field trips and modelling activities. Asia-Pacific Science Education, 9(1), 226-259.
- Cook, S., Duffy, R., & Fenn, K. (2013). Consolidation and transfer of learning after observing hand gesture. Child Development, 84(6), 1863-1871.
- Cook, S., Friedman, H., Duggan, K., Cui, J., & Popescu, V. (2017). Hand gesture and mathematics learning: lessons from an Avatar. Cognitive Science, 41(2), 518-535.
- Gibbs R. (2006). Metaphor interpretation as embodied simulation. Mind & Language, 21(3), 434-458.
- Gilbert, J, and Justi, R. (2016). The Contribution of Visualisation to Modelling-Based Teaching. In: Modelling-based Teaching in Science Education. Models and Modeling in Science Education, vol 9. Springer, Cham.
- Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001). Explaining math: Gesturing lightens the load. Psychological Science, 12(6), 516-522.
- Goldin-Meadow, S. (2009). How gesture promotes learning throughout childhood. Child Development Perspectives, 3(2), 106-111.
- Goldin-Meadow, S., & Beilock, S. (2010). Action's influence on thought: The case of gesture. Perspectives on Psychological Science, 5(6), 664-674.
- Goodwyn, S., Acredolo, L., & Brown, C. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(1), 81-103.
- Hostetter, A., and Skirving, C. (2011). The effect of visual vs. verbal stimuli on gesture production. Journal of Nonverbal Behavior, 35(1), 205-223.
- Hostetter, A., and Alibali, M. (2010). Language, gesture, action! A test of the Gesture as Simulated Action framework. Journal of Memory and Language, 63(2), 245-257.
- Kastens, K., Agrawal, S., & Liben, L. (2008). Research methodologies in science education: The role of gestures in geoscience teaching and learning. Journal of Geoscience Education, 56(4), 362-368.
- Knoblauch, H. (2012). Introduction to the special issue of qualitative research: Video-analysis and videography. Qualitative Research, 12(3), 251-254.
- Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. Routledge.
- Lim, F. (2019). Analysing the teachers' use of gestures in the classroom: A systemic functional multimodal discourse analysis approach. Social Semiotics, 29(1), 83-111.
- Lim, F. (2020). Designing learning with embodied teaching: Perspectives from multimodality. Routledge.
- Lim, F. (2021). Investigating intersemiosis: a systemic functional multimodal discourse analysis of the relationship between language and gesture in classroom discourse. Visual Communication, 20(1), 34-58.
- Liu, Q., Zhang, N., Chen, W., Wang, Q., Yuan, Y., & Xie, K. (2022). Categorizing teachers' gestures in classroom teaching: from the perspective of multiple representations. Social Semiotics, 32(2), 184-204.
- Martinec, R. (2000). Construction of identity in Michael Jackson's Jam. Social Semiotics, 10(3), 313-329.
- Martinec, R. (2001). Interpersonal resources in action. Semiotica 135, 117-145.
- Martinec, R. (2004). Gestures that co-occur with speech as a systematic resource: the realization of experiential meanings in indexes. Social Semiotics, 14(2), 193-213.
- Matsumoto, Y., and Dobs, A. (2017). Pedagogical gestures as interactional resources for teaching and learning tense and aspect in the ESL grammar classroom. Language learning, 67(1), 7-42.
- Padalkar, S., and Ramadas, J. (2011). Designed and spontaneous gestures in elementary astronomy education. International Journal of Science Education, 33(12), 1703-1739.
- Pi, Z., Zhang, Y., Zhu, F., Xu, K., Yang, J., & Hu, W. (2019). Instructors' pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128(3), 345-352.
- Pouw, W., Harrison, S., & Dixon, J. (2020). Gesture-speech physics: The biomechanical basis for the emergence of gesture-speech synchrony. Journal of Experimental Psychology: General, 149(2), 391-404.
- Radford, L., and Sabena, C. (2015). The question of method in a Vygotskian semiotic approach. Approaches to qualitative research in mathematics education: Examples of methodology and methods, p.157-182.
- Rollinde, E. (2019). Learning science through enacted astronomy. International Journal of Science and Mathematics Education, 17(2), 237-252.
- Roth, W. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365-392.
- Sepp, S. (2019). Meaningful hand gestures for learning with touch-based I.C.T. Doctor of Philosophy thesis, School of Education, University of Wollongong.
- Singer, M., Radinsky, J., & Goldman, S. (2008). The role of gesture in meaning construction. Discourse Processes, 45(4), 365-386.
- Simones, L., Rodger, M., & Schroeder, F. (2015). Communicating musical knowledge through gesture: Piano teachers' gestural behaviours across different levels of student proficiency. Psychology of Music, 43(5), 723-735.
- Srivastava, A., and Ramadas, J. (2013). Analogy and gesture for mental visualization of DNA structure. In Multiple representations in biological education (pp. 311-329). Dordrecht: Springer Netherlands.
- Streeck, J. (2021). The emancipation of gestures. Interactional Linguistics, 1(1), 90-122.
- Taylor, R. (2014). Meaning between, in and around words, gestures and postures-multimodal meaning-making in children's classroom discourse. Language and education, 28(5), 401-420.
- Treagust, D., and Tsui, C. (2013). Conclusion: Contributions of Multiple Representations to Biological Education. In: Treagust, D., Tsui, C. (eds) Multiple Representations in Biological Education. Models and Modeling in Science Education, vol 7. Springer, Dordrecht
- Wagner, P., Malisz, Z., & Kopp, S. (2014). Gesture and speech in interaction: An overview. Speech Communication, 57(3), 209-232.
- Won, M., Yoon, H., & Treagust, D. (2014). Students' learning strategies with multiple representations: Explanations of the human breathing mechanism. Science Education, 98(5), 840-866.