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Abundance of gestures when teaching with inscriptions: Further elucidations on the role of gestures during lectures

As part of a larger research effort to understand the role of gestures in science teaching, we had previously investigated the occurrence of gestures in relation to different pedagogical activities identified in a lecture. From these earlier investigations, it became evident that the abundance of gestures is related to the presence of inscriptions (drawings, diagrams, graphs) in the chalkboard. In the present study, therefore, we analyze the occurrence of gestures associated with the creation and explanation of inscriptions during lectures, focusing particularly on the associative role of gestures to communicate particular concepts by linking speech and inscriptions into a coherent communicative, meaning unit. The analysis of movement, represented by both hands/arms gestures and body orientations, provides insights into the variety of meaning-making resources available in science lectures, which students potentially rely upon to understand science concepts.

Pozzer-Ardenghi, L., & Roth, W.-M. (manuscript in preparation). Abundance of gestures when teaching with inscriptions: Further elucidations on the role of gestures during lectures.

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