Unpacking the gestures of chemistry learners: What the hands tell us about correct and incorrect conceptions of stereochemistry.
Unpacking the gestures of chemistry learners: What the hands tell us about correct and incorrect conceptions of stereochemistry.
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DOI：
10.1080/0163853x.2020.1839343
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发表时间：
2021
影响因子：
2.2
通讯作者：
Goldin-Meadow S
中科院分区：
文献类型：
--
作者：
Ping R;Church RB;Decatur MA;Larson SW;Zinchenko E;Goldin-Meadow S
在这项研究中，学习有机化学naïve的成年人绘制了分子的立体异构体，并解释了他们的画。从这些解释中，我们确定了参与者在这些解释中表达的九种策略。九种策略中有五种涉及到与解决问题无关的分子特性；其余四个引用的属性在解释上与解决方案相关。对于每个问题，我们统计了九个策略中的哪一个在该问题的解释中得到了表达，并确定该策略是仅用语言表达，还是只用手势表达，还是在解释中同时用语言和手势表达。在这些解释之后，所有参与者都观看了实验者提供的关于立体异构体的两分钟训练模块。培训结束后，参与者重复了六个新问题的绘图+解释任务。参与者在训练前用言语（单独或用手势）表达的相关策略的数量并不能预测他们训练后的得分。然而，参与者在训练前仅用手势表达的相关策略数量确实预测了他们训练后的得分。因此，在简短的训练之前，以独特的手势传达有关立体异构体的相关信息是谁最有可能从训练中学习的一个很好的指标。我们认为手势揭示了解释性相关的内隐知识，反映（甚至可能促进）新理解的获得。
In this study, adults, who were naïve to organic chemistry, drew stereoisomers of molecules and explained their drawings. From these explanations, we identified nine strategies that participants expressed during those explanations. Five of the nine strategies referred to properties of the molecule that were explanatorily irrelevant to solving the problem; the remaining four referred to properties that were explanatorily relevant to the solution. For each problem, we tallied which of the nine strategies were expressed within the explanation for that problem, and determined whether the strategy was expressed in speech only, gesture only, or in both speech and gesture within the explanation. After these explanations, all participants watched the experimenter deliver a two-minute training module on stereoisomers. Following the training, participants repeated the drawing+explanation task on six new problems. The number of relevant strategies that participants expressed in speech (alone or with gesture) before training did not predict their post-training scores. However, the number of relevant strategies participants expressed in gesture-only before training did predict their post-training scores. Conveying relevant information about stereoisomers uniquely in gesture prior to a brief training is thus a good index of who is most likely to learn from the training. We suggest that gesture reveals explanatorily relevant implicit knowledge that reflects (and perhaps even promotes) acquisition of new understanding.