Pupil Gestures in Education as a Process of Making Thinking Visible
Vol.18,No.1(2013)
Studia paedagogica
The author of this article won the Outstanding Research Publication Award in the Junior category (2012-2013). The Award was conferred by the Czech Educational Research Association (CERA) at the occasion of CERA’s 22nd annual conference held in Olomouc on 8-10 September 2014.
This empirical study examines the capacity of pupils’ gestures to mediate information and make processes of pupils’ thinking visible. The study understands pupils’ gestures as the visual processing of information or as thinking made visible. Based on an analysis of pupils’ gestures recorded during sixteen lessons of Czech language and literature at lower secondary schools, the study shows that pupils’ gestures appear in classes in the form of explanatory talks which the pupils use to (re)construct the patterns of their thinking. However, pupils’ gestures can not only highlight ongoing cognitive processes, but they also reveal the individual steps that comprise pupils’ cognitive operations. The study therefore introduces pupils’ gestures as a tool for making cognitive processes – their presence, content and structure – visible.
gestures; speech; explanatory talk; pupils; thinking
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