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dc.contributor.authorLira, Matthew
dc.contributor.authorStieff, Mike
dc.contributor.authorScopelitis, Stephanie
dc.date.accessioned2020-01-08T16:51:12Z
dc.date.accessioned2020-01-08T22:04:00Z-
dc.date.available2020-01-08T16:51:12Z
dc.date.available2020-01-08T22:04:00Z-
dc.date.issued2012-07
dc.identifier.citationLira, M., Stieff, M., & Scopelitis, S. (2012). The Role of Gesture in Solving Spatial Problems in STEM. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 406-410). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.406
dc.identifier.urihttps://repository.isls.org//handle/1/2310-
dc.description.abstractGestural activity is an important component of teaching and learning in STEM disciplines. Gestures are most often observed in social settings where two or more interlocutors are engaged in natural conversation. Empirical investigations, however, suggest that gestures also play a role in individual cognition. We conducted two experiments that investigated the functional role of gestures as a strategy for solving translation problems in organic chemistry. Gestured-instructions did not promote gesture-use as a strategy. Removing instructional diagrams from view did promote gesture use. Students who did gesture did not perform better than those who did not; however, students who received gestured-instructions appeared more likely to adopt the spatial perspective of the instructor.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleThe Role of Gesture in Solving Spatial Problems in STEMen_US
dc.typeShort Papersen_US
Appears in Collections:ICLS 2012

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