Students’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. In this paper, the authors, Thu Ngo, Len Unsworth and Michele Herrington from ILSTE outline existing studies of teachers’ use of gesture and language (ie metalanguage) to explain complex images in senior high school and investigate how it is managed and naturally utilised but not included in professional preparation. Read the paper published in Research in Science Education.
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