Deployment of gestures in the semiotic construction of scientific knowledge
A Systemic Functional Approach to Pedagogic Semiosis
Bibliographic Data
| ID | 4472892 |
|---|---|
| Authors | Zekai Ayık (0000-0002-3562-6543, Harran University , Şanlıurfa , Türkiye, corresponding author) |
| Year | 2023 |
| Volume | 2023 |
| Issue | 252 |
| Pages | 133-172 |
| Publication date | 2023-07-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Semiotica (JOURNAL) |
| Journal identifiers | ISSN: 0037-1998 • E-ISSN: 1613-3692 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/sem-2020-0107 |
| OpenAlex | W4378211365 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
A variety of semiotic resources makes the construction of scientific knowledge possible and meaning-making resources are conveyed by certain semiotic modes. Next, numerous studies have demonstrated the pedagogical importance of gestures in the demonstration of scientific knowledge in the classroom. Drawing on social semiotic systemic functional theory and legitimation code theory, this study explores the types and the role of gestures in the semiotic construction of scientific knowledge in pedagogic semiosis and their pedagogical values for the meaning-making of science content. With this aim, a gesture observation protocol (GOP) is developed to annotate and analyze data. Two science lectures, which are broadcast remotely for middle school students including gifted students, are observed. Systemic Functional Multimodal Discourse Analysis (SF-MDA) method is employed to analyze and evaluate data. Results demonstrated that the deployment of gestures that contributes to the construction of scientific knowledge is low and deployed gestures mostly do not have pedagogical value. It is recommended that teachers should be more conscious and educated about deploying gestures to present scientific knowledge efficiently
Epistemology · Gesture · Legitimation · Linguistics · Meaning (existential) · Semiosis · Semiotics · Sociology · Artificial Intelligence · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Hearing Impairment and Communication · Philosophy
Exploring Classroom Discourse
Gesture Visible Action as Utterance
Speech, Music, Sound
English Text
Introducing Multimodality
Gesture's Role in Speaking, Learning, and Creating Language
Gestures
Multimodality and Literacy in School Classrooms
An Introduction to Functional Grammar
From epistemic (ergotic) actions to scientific discourse
Knowledge and Knowers
Embodied meaning
Interpersonal resources in action
Students learn more when their teacher has learned to gesture effectively
Three hierarchical positions of deictic gesture in relation to spoken language
Investigating intersemiosis
Systemic functional-multimodal discourse analysis (SF-MDA)
Analysing the teachers’ use of gestures in the classroom
Categorizing teachers’ gestures in classroom teaching
Metaphor, multiplicative meaning and the semiotic construction of scientific knowledge
When do gestures communicate? A meta-analysis
Valuing science
Types of process in action
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |