ABSTRACT

We contribute a previously unidentified way representational gestures are used to organise participation and the co-construction of knowledge in whole-class interactions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Drawing on ethnomethodology and conversation analysis (EMCA), we characterise students’ gestured candidate responses and how teachers respond to them. To answer teachers’ questions, students sometimes use representational gestures to provide silent, ‘off-the-record’ tentative responses that we call gestured candidate responses (GCRs). Teachers can respond to GCRs by ratifying or declining students’ responses. Teachers’ responses to GCRs include (1) ratifying the GCR by nominating students to share the response, (2) ratifying the GCR by repeating the gestured response for the class, (3) declining the GCR by not publicly pursuing the contribution, or (4) declining the GCR by publicly rejecting the contribution. Our analysis contributes to a better understanding of how students use gesture and how teachers attend and respond to students’ gestures in STEM classroom discourse.

摘要

在科学、技术、工程和数学 (STEM) 教室的全班互动中，我们提供了一种以前未知的方式，使用代表性手势来组织参与和知识的共同构建。利用民族方法学和对话分析 (EMC)，我们描述了学生的姿态候选人反应以及教师如何回应他们。为了回答教师的问题，学生有时会使用代表性手势来提供无声的、“不公开的”试探性回答，我们称之为手势候选人回答(GCR)。教师可以通过批准或拒绝学生的回应来回应 GCR。教师对 GCR 的回应包括（1）通过提名批准 GCR学生分享响应，（2）通过重复班级的手势响应来批准 GCR，（3）通过不公开追求贡献来拒绝 GCR，或（4）通过公开拒绝贡献来拒绝 GCR。我们的分析有助于更好地了解学生如何使用手势以及教师如何在 STEM 课堂话语中参与和回应学生的手势。