Presentation Title

An Analysis of Instructors’ Speech and Gestures Across Physiology and Chemistry Contexts

Faculty Mentor

Barbara L. Gonzalez

Start Date

18-11-2017 2:15 PM

End Date

18-11-2017 3:15 PM

Location

BSC-Ursa Minor 138

Session

Poster 3

Type of Presentation

Poster

Subject Area

education

Abstract

Speech is often accompanied by gestures, which when used together, can improve the understanding of concepts in chemistry and physiology (Kozma, 2000; Roth, 2002). There are several theoretical frameworks for gestures including reasoning with models (RM) and reference to an object’s presence (deictic) or absence (iconic) (Ping & Goldin Meadow, 2010; Schönborm & Anderson, 2009). The aim of this study was to use the spontaneous gestures performed by two college instructors during lectures on acid-base neutralization, smooth muscle physiology and cellular cascade signaling to determine if there is evidence of gesture as a form of visualization. The three lectures were videotaped, transcribed, coded using the two theories, then analyzed. The research questions were: 1) What are the frequencies of iconic and deictic gestures used in all lessons? 2) Are there similar frequencies of iconic and deictic gestures across different lectures and instructors? 3) Is there a relationship between frequencies of gestures coded as iconic-deictic and RM? Preliminary results indicate: 1) Across all three lectures, iconic gestures were more prevalent than deictic gestures. Iconic gestures had percent frequencies between 60 to 100%. Iconic gestures had percent frequencies between 0 to 20%. 2) Although, iconic gestures were more prevalent for all three lectures, it was determined that there were higher frequencies of deictic pointing gestures when there were visualizations on the PowerPoint in the lessons analyzed, such as in the Smooth Muscle Physiology lecture. 3) In all instances, the frequencies of iconic gestures and spatial manipulation were most prevalent in the deictic-iconic coding and R-M coding, respectively. The average frequency of R-M spatial manipulation was 72.33%, while the average frequency of iconic gestures was 89.67%, at the start of each lecture. This study focused on the instructor as the unit of analysis. However, further research is needed to evaluate if and how gestures lead to improved learning of scientific concepts.

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Nov 18th, 2:15 PM Nov 18th, 3:15 PM

An Analysis of Instructors’ Speech and Gestures Across Physiology and Chemistry Contexts

BSC-Ursa Minor 138

Speech is often accompanied by gestures, which when used together, can improve the understanding of concepts in chemistry and physiology (Kozma, 2000; Roth, 2002). There are several theoretical frameworks for gestures including reasoning with models (RM) and reference to an object’s presence (deictic) or absence (iconic) (Ping & Goldin Meadow, 2010; Schönborm & Anderson, 2009). The aim of this study was to use the spontaneous gestures performed by two college instructors during lectures on acid-base neutralization, smooth muscle physiology and cellular cascade signaling to determine if there is evidence of gesture as a form of visualization. The three lectures were videotaped, transcribed, coded using the two theories, then analyzed. The research questions were: 1) What are the frequencies of iconic and deictic gestures used in all lessons? 2) Are there similar frequencies of iconic and deictic gestures across different lectures and instructors? 3) Is there a relationship between frequencies of gestures coded as iconic-deictic and RM? Preliminary results indicate: 1) Across all three lectures, iconic gestures were more prevalent than deictic gestures. Iconic gestures had percent frequencies between 60 to 100%. Iconic gestures had percent frequencies between 0 to 20%. 2) Although, iconic gestures were more prevalent for all three lectures, it was determined that there were higher frequencies of deictic pointing gestures when there were visualizations on the PowerPoint in the lessons analyzed, such as in the Smooth Muscle Physiology lecture. 3) In all instances, the frequencies of iconic gestures and spatial manipulation were most prevalent in the deictic-iconic coding and R-M coding, respectively. The average frequency of R-M spatial manipulation was 72.33%, while the average frequency of iconic gestures was 89.67%, at the start of each lecture. This study focused on the instructor as the unit of analysis. However, further research is needed to evaluate if and how gestures lead to improved learning of scientific concepts.