Difference between revisions of "Flood2023"
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|Author(s)=Virginia J. Flood; Benedikt W. Harrer; | |Author(s)=Virginia J. Flood; Benedikt W. Harrer; | ||
|Title=Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM | |Title=Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM | ||
| − | |Tag(s)=EMCA; Classroom interaction; Conversation analysis; Gesture; Embodied teaching; IRE/F sequences; IRE-sequences; Whole-class discussions; STEM education | + | |Tag(s)=EMCA; Classroom interaction; Conversation analysis; Gesture; Embodied teaching; IRE/F sequences; IRE-sequences; Whole-class discussions; STEM education |
|Key=Flood2023 | |Key=Flood2023 | ||
|Year=2023 | |Year=2023 | ||
|Language=English | |Language=English | ||
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
| − | |Pages=101164 | + | |Volume=75 |
| + | |Pages=eid: 101164 | ||
|URL=https://www.sciencedirect.com/science/article/pii/S0898589823000190 | |URL=https://www.sciencedirect.com/science/article/pii/S0898589823000190 | ||
|DOI=10.1016/j.linged.2023.101164 | |DOI=10.1016/j.linged.2023.101164 | ||
|Abstract=Teachers use “kinetically-held” questions by freezing representational gestures and holding them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class interactions. Drawing on Kendon's gesture studies and ethnomethodology and conversation analysis, we illustrate the role representational gesture post-stroke holds can play in (1) typical 3-part IRE/F sequences, (2) topically related sets of IRE/F sequences, and (3) expanded sets of reformulated IRE/F sequences. Our analysis demonstrates how held representational gestures in IRE/F sequences contribute to both (a) organizing multiparty participation and (b) providing durable, visuospatial support for the co-construction of classroom knowledge. This study contributes to a better understanding of the understudied phenomenon of how teachers use the timing and temporality of representational gestures in STEM classroom interactions. | |Abstract=Teachers use “kinetically-held” questions by freezing representational gestures and holding them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class interactions. Drawing on Kendon's gesture studies and ethnomethodology and conversation analysis, we illustrate the role representational gesture post-stroke holds can play in (1) typical 3-part IRE/F sequences, (2) topically related sets of IRE/F sequences, and (3) expanded sets of reformulated IRE/F sequences. Our analysis demonstrates how held representational gestures in IRE/F sequences contribute to both (a) organizing multiparty participation and (b) providing durable, visuospatial support for the co-construction of classroom knowledge. This study contributes to a better understanding of the understudied phenomenon of how teachers use the timing and temporality of representational gestures in STEM classroom interactions. | ||
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Latest revision as of 12:21, 11 July 2023
| Flood2023 | |
|---|---|
| BibType | ARTICLE |
| Key | Flood2023 |
| Author(s) | Virginia J. Flood, Benedikt W. Harrer |
| Title | Kinetically-held questions: Representational gesture post-stroke holds in whole-class interactions in STEM |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interaction, Conversation analysis, Gesture, Embodied teaching, IRE/F sequences, IRE-sequences, Whole-class discussions, STEM education |
| Publisher | |
| Year | 2023 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 75 |
| Number | |
| Pages | eid: 101164 |
| URL | Link |
| DOI | 10.1016/j.linged.2023.101164 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Teachers use “kinetically-held” questions by freezing representational gestures and holding them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class interactions. Drawing on Kendon's gesture studies and ethnomethodology and conversation analysis, we illustrate the role representational gesture post-stroke holds can play in (1) typical 3-part IRE/F sequences, (2) topically related sets of IRE/F sequences, and (3) expanded sets of reformulated IRE/F sequences. Our analysis demonstrates how held representational gestures in IRE/F sequences contribute to both (a) organizing multiparty participation and (b) providing durable, visuospatial support for the co-construction of classroom knowledge. This study contributes to a better understanding of the understudied phenomenon of how teachers use the timing and temporality of representational gestures in STEM classroom interactions.
Notes
