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Original Articles

Gestures at Work in Sense-Making Science Talk

Pages 173-208 | Published online: 17 Nov 2009

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (21)

Rhiannon Thomas Jha & Sara Price. (2022) Embodying science: the role of the body in supporting young children’s meaning making. International Journal of Science Education 44:10, pages 1659-1679.
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Qingtang Liu, Ni Zhang, Wenli Chen, Qiyun Wang, Yangyang Yuan & Kui Xie. (2022) Categorizing teachers’ gestures in classroom teaching: from the perspective of multiple representations. Social Semiotics 32:2, pages 184-204.
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David DeLiema, Noel Enyedy, Francis Steen & Joshua A. Danish. (2021) Integrating Viewpoint and Space: How Lamination across Gesture, Body Movement, Language, and Material Resources Shapes Learning. Cognition and Instruction 39:3, pages 328-365.
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Rhiannon L. Thomas Jha, Sara Price, Minna O. Nygren & Esme Glauert. (2021) How sensorimotor interaction shapes and supports young children’s gestural communication around science. International Journal of Science Education 43:8, pages 1292-1313.
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Tor Ole B. Odden & Rosemary S. Russ. (2019) Vexing questions that sustain sensemaking. International Journal of Science Education 41:8, pages 1052-1070.
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Emma Hospelhorn & Josh Radinsky. (2017) Method for Analyzing Gestural Communication in Musical Groups. Discourse Processes 54:7, pages 504-523.
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Julia D. Plummer, Corinne A. Bower & Lynn S. Liben. (2016) The role of perspective taking in how children connect reference frames when explaining astronomical phenomena. International Journal of Science Education 38:3, pages 345-365.
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Kinnari Atit, Kristin Gagnier & Thomas F. Shipley. (2015) Student Gestures Aid Penetrative Thinking. Journal of Geoscience Education 63:1, pages 66-72.
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Julia Diane Plummer, Alicia Kocareli & Cynthia Slagle. (2014) Learning to Explain Astronomy Across Moving Frames of Reference: Exploring the role of classroom and planetarium-based instructional contexts. International Journal of Science Education 36:7, pages 1083-1106.
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Hassan Belhiah. (2013) Gesture as a resource for intersubjectivity in second-language learning situations. Classroom Discourse 4:2, pages 111-129.
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Martha W. Alibali & Mitchell J. Nathan. (2012) Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures. Journal of the Learning Sciences 21:2, pages 247-286.
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Shamin Padalkar & Jayashree Ramadas. (2011) Designed and Spontaneous Gestures in Elementary Astronomy Education. International Journal of Science Education 33:12, pages 1703-1739.
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Melissa Singer, Joshua Radinsky & SusanR. Goldman. (2008) The Role of Gesture in Meaning Construction. Discourse Processes 45:4-5, pages 365-386.
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LauraL. Namy & NoraS. Newcombe. (2008) More than Just Hand Waving: Review of Hearing Gestures: How Our Hands Help Us Think . Journal of Cognition and Development 9:2, pages 247-252.
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Noel Enyedy. (2005) Inventing Mapping: Creating Cultural Forms to Solve Collective Problems. Cognition and Instruction 23:4, pages 427-466.
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Wolff-Michael Roth. (2003) Gesture-Speech Phenomena, Learning, and Development. Educational Psychologist 38:4, pages 249-263.
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Timothy Koschmann & Curtis LeBaron. (2002) Learner Articulation as Interactional Achievement: Studying the Conversation of Gesture. Cognition and Instruction 20:2, pages 249-282.
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Anton Franks & Carey Jewitt. (2001) The Meaning of Action in Learning and Teaching. British Educational Research Journal 27:2, pages 201-218.
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Sally Barnes. (2000) What does electronic conferencing afford distance education?. Distance Education 21:2, pages 236-247.
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Timothy Koschmann. (1999) The edge of many circles: Making meaning of meaning making. Discourse Processes 27:2, pages 103-117.
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Zekai Ayık. (2023) Deployment of gestures in the semiotic construction of scientific knowledge: a systemic functional approach to pedagogic semiosis. Semiotica 2023:252, pages 133-172.
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James Planey, Robin Jephthah Rajarathinam, Emma Mercier & Robb Lindgren. (2023) Gesture-mediated collaboration with augmented reality headsets in a problem-based astronomy task. International Journal of Computer-Supported Collaborative Learning 18:2, pages 259-289.
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Xintian Tu, Joshua Danish, Megan Humburg, Mengxi Zhou, Nitasha Mathayas, Noel Enyedy & Tessaly Jen. (2023) Understanding young children’s science learning through embodied communication within an MR environment. International Journal of Computer-Supported Collaborative Learning 18:2, pages 231-258.
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Cecilia Andorno. (2023) Evolution is an arc along a timeline. Review of Cognitive Linguistics 21:1, pages 9-34.
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Peng He, Xiaoming Zhai, Namsoo Shin & Joseph Krajcik. 2023. Advances in Applications of Rasch Measurement in Science Education. Advances in Applications of Rasch Measurement in Science Education 315 347 .
Mike Stieff, Stephanie Scopelitis & Matthew Lira. 2022. Student Reasoning in Organic Chemistry. Student Reasoning in Organic Chemistry 232 247 .
Robb Lindgren & David DeLiema. (2022) Viewpoint, embodiment, and roles in STEM learning technologies. Educational technology research and development 70:3, pages 1009-1034.
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Lucy R. McClain, Yu‐Chen Chiu & Heather Toomey Zimmerman. (2022) Place‐based learning processes in a family science workshop: Discussion prompts supporting families sensemaking and rural science connections using a community water model. Science Education 106:3, pages 645-673.
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Nitasha Mathayas, David E. Brown & Robb Lindgren. (2021) “I got to see, and I got to be a part of it”: How cued gesturing facilitates middle‐school students' explanatory modeling of thermal conduction. Journal of Research in Science Teaching 58:10, pages 1557-1589.
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Tor Ole B. Odden. (2021) How conceptual blends support sensemaking: A case study from introductory physics. Science Education 105:5, pages 989-1012.
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Joonhyeong Park, Kok‐Sing Tang & Jina Chang. (2021) Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation. Science Education 105:5, pages 1013-1045.
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A'aeshah Alhakamy, Milka Trajkova & Francesco Cafaro. (2021) Show Me How You Interact, I Will Tell You What You Think: Exploring the Effect of the Interaction Style on Users’ Sensemaking about Correlation and Causation in Data. Show Me How You Interact, I Will Tell You What You Think: Exploring the Effect of the Interaction Style on Users’ Sensemaking about Correlation and Causation in Data.
Emmanuel Rollinde, Nicolas Decamp & Catherine Derniaux. (2021) Should frames of reference be enacted in astronomy instruction?. Physical Review Physics Education Research 17:1.
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Virginia J. Flood. (2021) The secret multimodal life of IREs: Looking more closely at representational gestures in a familiar questioning sequence. Linguistics and Education 63, pages 100913.
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Sara Price, Nikoleta Yiannoutsou, Rose Johnson & Laura Outhwaite. (2020) Enacting Elementary Geometry: Participatory ‘Haptic’ Sense-Making. Digital Experiences in Mathematics Education 7:1, pages 22-47.
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Kristin M. Gagnier & Kelly R. Fisher. (2020) Unpacking the Black Box of Translation: A framework for infusing spatial thinking into curricula. Cognitive Research: Principles and Implications 5:1.
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Ryan L. Stowe, Brian J. Esselman, Vanessa R. Ralph, Aubrey J. Ellison, Jeffrey D. Martell, Kimberly S. DeGlopper & Cara E. Schwarz. (2020) Impact of Maintaining Assessment Emphasis on Three-Dimensional Learning as Organic Chemistry Moved Online. Journal of Chemical Education 97:9, pages 2408-2420.
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Nitasha Mathayas, David E. Brown, Robert C. Wallon & Robb Lindgren. (2019) Representational gesturing as an epistemic tool for the development of mechanistic explanatory models. Science Education 103:4, pages 1047-1079.
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Tor Ole B. Odden & Rosemary S. Russ. (2018) Defining sensemaking: Bringing clarity to a fragmented theoretical construct. Science Education 103:1, pages 187-205.
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Tor Ole. B. Odden & Rosemary S. Russ. (2018) Sensemaking epistemic game: A model of student sensemaking processes in introductory physics. Physical Review Physics Education Research 14:2.
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Amber Solomon, Mark Guzdial, Betsy DiSalvo & Ben Rydal Shapiro. (2018) Applying a Gesture Taxonomy to Introductory Computing Concepts. Applying a Gesture Taxonomy to Introductory Computing Concepts.
Jina Kang, Robb Lindgren & James Planey. (2018) Exploring Emergent Features of Student Interaction within an Embodied Science Learning Simulation. Multimodal Technologies and Interaction 2:3, pages 39.
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Carmen Petrick Smith. (2018) Body-based activities in secondary geometry: An analysis of learning and viewpoint. School Science and Mathematics 118:5, pages 179-189.
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Idar Mestad & Stein Dankert Kolstø. (2016) Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education 47:5, pages 943-964.
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Kevin J. Wells. 2017. Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks 183 204 .
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