Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting

Journal of Research in Science Teaching

Volumn 43, Issue 10, 2006, Pages 1086-1109

  Givry, Damien ^a   Roth, Wolff Michael ^b  

^a UNIVERSITÉ LUMIÈRE LYON 2   (France)

^b UNIVERSITY OF VICTORIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

DATA ACQUISITION; NATURAL LANGUAGE PROCESSING SYSTEMS; SEMIOTICS; SPEECH RECOGNITION; STUDENTS;

DIALECTICAL RELATION; GESTURES; SEMIOTIC RESOURCES;

GESTURE RECOGNITION;

EID: 33845573096     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20139     Document Type: Article

References (50)

1. Ballard, D.H., Hayhoe, M.M., Pook, P.K., & Rao, R.P.N. (1997). Deictic codes for the embodiment of cognition. Behavioral and Brain Sciences, 20, 723-767.
2. Benson, D.L., Wittrock, M.C., & Baur, M.E. (1993). Students' preconceptions of the nature of gases. Journal of Research in Science Teaching, 30, 587-597.
3. Chi, M.T.H. (1991). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R.N. Giere (Ed.), Cognitive models of sciences (pp. 129-186). Minneapolis, MN: University of Minnesota Press.
4. Damasio, A.R. (2000). Descartes' error: Emotion, reason, and the human brain. New York: HarperCollins.
5. Derrida, J. (1998). Monolingualism of the other; or, the prosthesis of origin. Stanford, CA: Stanford University Press.
6. diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10, 105-225.
7. Duval, R. (1995). Sémiosis et pensée humaine: Registres sémiotiques et apprentissages intellectuels. Paris: Peter Lang.
8. Eco, U. (1984). Semiotics and the philosophy of language. Bloomington: Indiana University Press.
9. Edwards, D. (1993). But what do children really think?: Discourse analysis and conceptual content in children's talk. Cognition and Instruction, 11, 207-225.
10. Gee, J.P. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 19-37). Mahwah, NJ: Lawrence Erlbaum Associates.
11. Givry, D. (2003a). Étude de l'évolution des idées des élèves de seconde durant une séquence d'enseignement sur les gaz. Unpublished doctoral dissertation, Université Lumière Lyon 2, Lyon.
12. Givry, D. (2003b): Évolution du sens que les élèves donnent aux mots dans la construction de connaissance relative aux gaz en classe de seconde. Paper presented at the Colloque construction des connaissances et langage, Bordeaux, France.
13. Goldin-Meadow, S. (1997). When gestures and words speak differently. Current Directions in Psychological Science, 6, 138-143.
14. Goldin-Meadow, S., Alibali, M., & Church, R. (1993). Transitions in concept acquisition: Using the hands to read the mind. Psychological Review, 100, 279-297.
15. Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489-1522.
16. Goodwin, C., Goodwin, M.H., & Yaeger-Dror, M. (2002). Multi-modality in girls' game disputes. Journal of Pragmatics, 34, 1621-1649.
17. Hadar, U., & Butterworth, B. (1997). Iconic gestures, imagery, and word retrieval in speech. Semiotica, 115, 147-172.
18. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
19. Janvier, C. (1987). Translation processes in mathematics education. In C. Janvier (Ed.), Problems of representation in the teaching and learning of mathematics (pp. 27-32). Hillsdale, NJ: Lawrence Erlbaum Associates.
20. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of Learning Sciences, 4, 39-103.
21. Kendon, A. (1997). Gesture. Annual Review of Anthropology, 26, 109-128.
22. Koschmann, T., & LeBaron, C. (2002). Learner articulation as interactional achievement: Studying the conversation of gesture. Cognition and Instruction, 20, 249-282.
23. Lemke, J. (1999). Typological and topological meaning in diagnostic discourse. Discourse Processes, 27, 173-185.
24. Longman web dictionary. (2004). http://www.longmanwebdict.com/
25. McNeill, D. (1985). So you think gestures are nonverbal? Psychological Review, 92, 350-371.
26. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.
27. McNeill, D. (2002). Gesture and language dialectic. Acta Linguistica Hafniensia, 34, 7-37.
28. Moscovici, S. (2000). Social representations: Explorations in social psychology. Cambridge, UK: Polity Press.
29. Niedderer, H., & Schecker, H. (1992). Towards an explicit description of cognitive systems for research in physics learning. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 74-98). Kiel, Germany: IPN.
30. Pfundt, H., & Duit, R. (2004). Bibliography: Students' and teachers' conceptions and science education. Kiel, Germany: IPN.
31. Reiss, M.J., & Tunnicliffe, S.D. (2001). Students' understanding of their internal structure as revealed by drawings. In H. Behrendt, H. Dahncke, R. Duit, W. Graeber, M. Komorek, & A. Kross (Eds.), Research in science education: Past, present, and future (pp. 101 -106). Dordrecht: Kluwer Academic.
32. Roth, M.-W. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71, 365-392.
33. Roth, M.-W. (2003a). From epistemic (ergotic) actions to scientific discourse: Do gestures obtain a bridging function? Pragmatics & Cognition, 11, 139-168.
34. Roth, M.-W. (2003b). Gesture-speech phenomena, learning and development. Educational Psychologist, 38, 249-263.
35. Roth, M.-W. (2004). Perceptual gestalte in communication. Journal of Pragmatics, 36. 1037-1069.
36. Roth, M.-W. (2005). Body and emotion in knowing and learning. In J. Kincheloe (Ed.), Classroom teaching: An introduction (pp. 371-396). New York: Peter Lang.
37. Roth, W.-M., & Lawless, D. (2002a). Signs, deixis and the emergence of scientific explanation. Semiotica, 138, 95-130.
38. Roth, W.-M., & Lawless, D. (2002b). Science, culture, and the emergence of language. Science Education, 86, 368-385.
39. Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89, 675-702.
40. Roth, W.-M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136.
41. Schoultz, J., Säljö, R., & Wyndhamn, J. (2001). Heavenly talk: Discourse, artifacts, and children's understanding of elementary astronomy. Human Development, 44, 103-118.
42. Séré, M.-G. (1985). The gaseous state. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 104-123). Milton Keynes, UK: Open University Press.
43. Strike, K.A., & Posner, G.J. (1992). A revisionist theory of conceptual change. In R. Duschl & R. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 147-176). Albany: State University of New York Press.
44. Tiberghien, A. (2000). Designing teaching situations in the secondary school. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research (pp. 27-47). Buckingham, UK: Open University Press.
45. Ueno, A., & Arimoto, N. (1993). Learning physics by expanding the metacontext of phenomena. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 15, 53-63.
46. Vosniadou, S. (2002a). Mental models in conceptual development. In L. Magnani & N. Nersessian (Eds.), Model-based reasoning: Science, technology, values (pp. 353-368). New York: Kluwer Academic.
47. Vosniadou, S. (2002b). On the nature of naive physics. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 61-76). Dordrecht: Kluwer Academic.
48. Vosniadou, S., & Brewer, W.F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
49. Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.
50. Wittgenstein, L. (1994). Philosophical investigations (3rd ed.) (Originally published 1958.) New York: Macmillan.