Toward a New Conception of Conceptions: Interplay of Talk, Gestures, and Structures in the Setting

Autor/inn/en	Givry, Damien; Roth, Wolff-Michael
Titel	Toward a New Conception of Conceptions: Interplay of Talk, Gestures, and Structures in the Setting
Quelle	In: Journal of Research in Science Teaching, 43 (2006) 10, S.1086-1109 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20139
Schlagwörter	Concept Formation; Verbal Communication; Nonverbal Communication; Context Effect; Semiotics; Science Instruction; Physics; Grade 10; Foreign Countries; France + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Non-verbal communication; Nonverbale Kommunikation; Semiotik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Ausland; Frankreich
Abstract	Most studies about students' conceptions and conceptual change are based exclusively on the analysis language, which is treated as a tool to make private contents of the mind public to researchers. Following recent studies that focused on (a) language and discursive practice and (b) the pragmatics of communication that draws on talk, gestures, and semiotic resources in the setting, we propose a redefinition of the nature of conception. Conceptions are understood as the dialectical relation of simultaneously available speech, gestures, and contextual structures that cannot be reduced to verbal rendering because gestures and contextual structures constitute different modalities in the communication. Drawing on data collected during a physics unit about gas taught in French tenth grade classrooms, we show why an appropriate account of conceptions requires: (a) gestures simultaneously produced with talk; and (b) identification of the relevant structures in the setting used by the participants as meaning-making (semiotic) resources. We propose to: (a) reconceptualize the notion of conception as consisting of a dialectical unit of all relevant semiotic (meaning-making) resources publicly made available by a speaker (talk, gesture, context); and (b) consider conceptual change through the temporal evolution of the dialectical unit defined in this manner. (Author).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10