From gesture to scientific language

Abstract

Past research provided evidence that gestures and talk are deeply integrated with cognition. Evidence from developmental psychology suggests a shift in the function and frequency of gesture use from early ages (∼4 yrs) to early adolescence. To date, however, little evidence exists about the function of gestures as students from 10–18 years learn new, formal discourses. Based on a large database containing videotapes of students during inquiry science lessons, the relationship between gestures and talk is described and theorized in three types of settings: students make scientific arguments over and about (a) drawn (still) graphical models, (b) computer-based ‘runable’ graphical models, and (c) three-dimensional models of architectural structures. Based on the analyses, evidence for three major claims is provided. First, in the absence of scientifically appropriate discourse, students' gestures already pick out, describe, and explain scientific phenomena. Second, during the initial appearance of scientific discourse, deictic and iconic gestures precede the associated utterances. Third, as students' familiarity with a domain increases, scientific talk takes on greater importance and gestures begin to coincide with the talk.