Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8481
Title: Children’s Place-Based Gesture: An Understudied Resource in Socio-Ecological Sensemaking
Authors: Lanouette, Kathryn
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Lanouette, K. (2022). Children’s place-based gesture: An understudied resource in socio-ecological sensemaking. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1337-1340). International Society of the Learning Sciences.
Abstract: In the learning sciences, there has been a growing focus on the body and place, elevating the multi-modal and situated dimensions of learning. I bring attention to children’s place-based depictive gestures, revealing how such gestures are a generative but often overlooked resource in science sensemaking. Analysis focused on 11 and 12 year-old children’s gestures as they discussed what organisms needed to thrive in their schoolyard, within a late elementary school curriculum that centered on place-based approaches to teaching science and data science. Findings reveal children’s depictive gestures made visible their rich and varied knowledge of the schoolyard in collective discussions. Such gestures were also integral in children’s conjecturing, contesting and clarifying relationships within a socio-ecological system, layering together multiple ways of knowing. Implications for teaching and learning about socioecological systems are discussed.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1337
https://repository.isls.org//handle/1/8481
Appears in Collections:ISLS Annual Meeting 2022

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