Describing and Analyzing the Gestures of Inorganic Chemistry Students Learning Symmetry and Group Theory

This dissertation discusses the gestures produced by students as they learn about the inorganic chemistry topic of symmetry and group theory. Also included is an overview of the development and implementation of a symmetry and group theory laboratory activity, as well as an investigation seeking to promote gestural mimicry and uncover design suggestions for the inclusion of gesture in pedagogical spaces. The conceptual framing of gesture here is in line with work by gesture studies researchers such as David McNeil, Susan Goldin-Meadow, Elizabeth Wakefield, and Geneviève Calbris. Specifically, there is a focus here on representational gestures, and the analytical methodologies used are based on philosophical arguments that position gesture as metaphor. Data was collected to affirm that the developed symmetry and group theory laboratory activity was successfully supporting relevant course-related pedagogical goals. During this data collection, unanticipated student gestures were observed. A follow-on investigation was conducted with the dual purpose of systematically describing the gestural form of these gestures and uncovering correlations between gestural forms and the underlying notion, or meaning, of the gestures. A novel gestural form coding scheme was developed, influenced by Geneviève Calbris’ work. While the coding scheme successfully characterized gestures in this context and trends were uncovered for several symmetry elements and operations, gestures rarely embodied improper rotation and inversion notions. This conclusion, along with literature supporting gesture’s pedagogical potential and the phenomenon of gestural mimicry, prompted the question: Could we support students learning about improper rotations and inversions by having them mimic gestures used by their instructors? While we were unsuccessful in promoting the occurrence of gestural mimicry, several design suggestions for the inclusion of gesture in pedagogical spaces were uncovered.