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Instructors' Gestural Accuracy Affects Geology Learning in Interaction with Students' Spatial Skills.

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  • 1Department of Psychology, California State University Los Angeles, Los Angeles, CA 90032, USA.

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Inaccurate instructional gestures, even among experts, can hinder learning in STEM education. Professional development is needed to ensure gestures accurately represent concepts like strike in geology.

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Area of Science:

  • STEM Education
  • Structural Geology
  • Cognitive Science

Background:

  • Complex STEM concepts are often taught using iconic gestures.
  • Previous research suggested a link between gesturing and expertise, but was largely correlational.
  • Concerns exist regarding the accuracy of instructional gestures.

Purpose of the Study:

  • To investigate the presence and impact of inaccurate instructional gestures in STEM.
  • To examine the effect of accurate versus inaccurate gestures on learning structural geology concepts.
  • To explore the role of spatial perception skills in gestural learning.

Main Methods:

  • Study 1: Analyzed gestures of novices and experts explaining geological strike.
  • Study 2: Assigned novices to watch videos with accurate, inaccurate, or no gestures for learning strike.
  • Assessed learning via a strike-mapping task and considered spatial perception skills.

Main Results:

  • Inaccurate strike gestures were observed in both novices and geology experts.
  • Novices with high spatial perception performed worse with inaccurate gestures.
  • Accurate gestures did not benefit high spatial perception learners, while inaccurate ones harmed them.

Conclusions:

  • Instructional gestures must be accurate to be effective.
  • Recommendations for gesture use in STEM instruction should prioritize accuracy.
  • Professional development is crucial to mitigate inaccurate gesture use in education.