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dc.contributor.authorHwang, SungWon
dc.contributor.authorRoth, Wolff-Michael
dc.date.accessioned2017-05-03T16:00:55Z
dc.date.available2017-05-03T16:00:55Z
dc.date.issued2011
dc.date.modified2012-04-11T22:16:33Z
dc.identifier.issn0157244X
dc.identifier.doi10.1007/s11165-010-9175-4
dc.identifier.urihttp://hdl.handle.net/10072/44425
dc.description.abstractLectures are often thought of in terms of information transfer: students (do not) "get" or "construct meaning of" what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture and their subsequent experiences of failure to understand their own lecture notes or textbooks while preparing for an exam. Based on a decade of studies on the embodied nature of science lectures, the purpose of this article is to articulate and exemplify a different way of understanding physics lectures. We exhibit how there is more to lectures than the talk plus notes. This informational "more" may explain (part of) the gap between students' participative understanding that exists in the situation where they sit in the lecture on the one hand and the one where they study for an exam from their lecture notes on the other. Our results suggest that in lectures, concepts are heterogeneous performances in which meaning is synonymous with the synergistic and irreducible transactions of many different communicative modes, including gestures, body movements, body positions, prosody, and so forth.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom461
dc.relation.ispartofpageto477
dc.relation.ispartofissue4
dc.relation.ispartofjournalResearch in Science Education
dc.relation.ispartofvolume41
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130212
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleThe (Embodied) Performance of Physics Concepts in Lectures
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2011
gro.hasfulltextNo Full Text
gro.griffith.authorRoth, Michael


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