Table 5 Group 2 Co-Constructing the Drawing
From: ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school
No | Student | Speech | Gesture / Model Manipulation |
|---|---|---|---|
1 | T | Ok so explain to me how these pictures answer that question | |
2 | P | Um… | |
3 | P | If you actually pull sand paper really quickly | |
4 | T | A can you focus on here | T > A Points to drawing |
5 | T | How are these pictures answering the question; Why do the coins stay on the bottle? |
|
6 | T | What are you showing in these pictures? | |
7 | P | So here’s like, you have to pull it really quickly |
|
8 | T | Mmm, but is that explaining why the | T > P |
9 | A | so the force can be, the force | A > T |
10 | S | because the coin is resting | S > T |
11 | A | the force can be | A > T |
12 | T | but have you shown that in the picture | T > S |
13 | A | Because the coin | A > T |
14 | T | how can you show that? | T > S |
15 | P | Can we write it? | P > T |
16 | A | because the coin can’t catch up with the friction on the piece of paper so it just stays at rest | A > T |
17 | T | is that shown in the picture? | T > A, A > drawing |
18 | T | you have to help them | T > AL |
19 | P | can we write it like this small thing here | P > T
|
20 21 | T | No, it’s meant to be just the drawing. Um, what did we use to show force? | |
22 | S | Arrows | |
23 | P | Arrows |
: students’ drawing
: points to the place
: shows position it will be written