Exploring Undergraduate Biochemistry Students' Gesture Production Through an Embodied Framework

Interpreting three-dimensional models of biological macromolecules is a key skill in biochemistry, closely tied to students' visuospatial abilities. As students interact with these models and explain biochemical concepts, they often use gesture to complement verbal descriptions. Here, we utiliz...

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Published in:CBE life sciences education 2024-06, Vol.23 (2), p.ar16
Main Authors: Randa, Lora, Wang, Song, Poolos, Zoe, Figueroa, Vanna, Bridgeman, Anna, Bussey, Thomas, Sung, Rou-Jia
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Language:English
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Biochemistry - education
General s and
Gestures
Humans
Students
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container_title CBE life sciences education
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Wang, Song
Poolos, Zoe
Figueroa, Vanna
Bridgeman, Anna
Bussey, Thomas
Sung, Rou-Jia
description Interpreting three-dimensional models of biological macromolecules is a key skill in biochemistry, closely tied to students' visuospatial abilities. As students interact with these models and explain biochemical concepts, they often use gesture to complement verbal descriptions. Here, we utilize an embodied cognition-based approach to characterize undergraduate students' gesture production as they described and interpreted an augmented reality (AR) model of potassium channel structure and function. Our analysis uncovered two emergent patterns of gesture production employed by students, as well as common sets of gestures linked across categories of biochemistry content. Additionally, we present three cases that highlight changes in gesture production following interaction with a 3D AR visualization. Together, these observations highlight the importance of attending to gesture in learner-centered pedagogies in undergraduate biochemistry education.
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subjects Biochemistry - education
General s and
Gestures
Humans
Students
title Exploring Undergraduate Biochemistry Students' Gesture Production Through an Embodied Framework
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