ArticleInternational journal of science education2021
How sensorimotor interaction shapes and supports young children's gestural communication around science.
Article in International journal of science education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 11 citations in OpenAlex.
- Methodological challenges and insights for researching embodied learning in museums.Multimodality & society · 2024Article
- The role of embodied scaffolding in revealing "enactive potentialities" in intergenerational science exploration.Science education · 2024Article
- Designing for Embodied Proximity.Visitor studies. Visitor Studies Conference · 2024Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
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Abstract
Research has demonstrated that gesture produced during conversation can provide insights into scientific thinking and can aid scientific communication in adults and school-aged children. However, to date, there has been a limited exploration into the role of gesture in supporting young children's science communication, and how this is underpinned and shaped by their sensorimotor experiences. This study examines, identifies and conceptualises ways in which children spontaneously used gesture during their interaction-orientated discourse and how this mapped to their action experiences at a water table. Findings show how gestural communication in children under 5 years of age can convey different levels of complexity related to science thinking.
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Registered trials
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