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  1. ; ; ; ; (, International Society of the Learning Sciences, Inc. [ISLS])
    Lindgren, R; Asino, TI; Kyza, E A; Looi, C K; Kiepert, D T; Suarez, E (Ed.)
    In this paper, we explore how one-on-one coaching supported one teacher in implementing ideas about computational thinking in her classroom. We draw from existing literature on coaching strategies but recognize those tend to have been developed in large-group or small-group settings rather than one-on-one. Our findings consider two kinds of questions that seemed to support the teacher in engaging with discourse practices that have been shown effective for coaching (Lefstein et al, 2020). Our findings suggest that coaching made the instruction and activity from PL workshops more relevant and tangible for the teacher. 
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    Accepted Manuscript Full Text Available
  2. ; ; (, Proceedings of the International Conference of the Learning Sciences ICLS 2024)
    Lindgren, R; Asino, T; Kyza, E A; Looi, C-K; Keifert, D T; Suarez, E (Ed.)
    Gesture has been shown to play an important role in how learners conceptualize phenomena in physics. However, we know little about how gesture is used to conceptualize instantaneity. Drawing on multimodal microanalysis of interaction, we examine how undergraduate physics students use representational gesture to make sense of instants while modeling energy dynamics. Our analysis describes four different forms of representational gesture used to capture instantaneity: These include (1) Replay loop of scenario, (2) Subinterval on timeline, (3) Freeze frame of scenario, and (4) Indexical location on timeline. 
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  3. ; ; (, Proceedings of the International Conference of the Learning Sciences ICLS 2024)
    Lindgren, R; Asino, T; Kyza, E A; Looi, C-K; Keifert, D T; Suarez, E (Ed.)
    Gestures play a key role for physicists and physics students in representing physics entities, processes, and systems. One affordance of gesture is the ability to laminate or layer together representations of concrete physical features (e.g., objects and their interactions) and symbolic representations (e.g., coordinate systems) to make sense of and model physical scenarios. Using interaction analysis, we illustrate how students can laminate these different layers of abstraction together in gesture to generate complex explanations to solve physics problems. We argue that laminating different layers of abstraction (both the symbolic and concrete) constitute a key form of representational competence in physics. 
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    Full Text Available 
  4. ; ; ; (, Proceedings of the International Conference of the Learning Sciences ICLS 2024)
    Lindgren, R; Asino, T; Kyza, E A; Looi, C-K; Keifert, D T; Suarez, E (Ed.)
    Gesture’s role as a powerful and versatile tool for instruction, especially in STEM domains, is well-established. However, many specific teaching moves accomplished through gesture remain understudied. Using interaction analysis, we examine how an introductory. university physics instructor uses gesture during whole-class discussion of graphical representations of energy conservation to synthesize multiple student groups’ solutions. This embodied, whole-class discussion orchestration move distills and summarizes the key points of the lesson while highlighting student contributions and addressing misunderstandings. 
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    Full Text Available