naa a22 4500 510780997 CHVBK 20180411083247.0 cr unu---uuuuu 180411e20130901xx s 000 0 eng 10.1007/s11422-013-9502-y doi (NATIONALLICENCE)springer-10.1007/s11422-013-9502-y The work of lecturing in high school chemistry [Elektronische Daten] [SungWon Hwang, Wolff-Michael Roth] Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) work that is required. Traditional research on science lectures focuses on ideas and (mental) concepts that somehow are "gotten across”; and it is interested in identifying verbal content and visual representations science teachers provide. The purpose of this study is to explicitly describe and theorize the living work of lecturing that produces in a societal arena everything from which students can learn. We use two case studies from the chemistry lectures in a tenth-grade Singapore classroom to exemplify the central role of the performative aspects of lecturing. We articulate and exemplify assertions that (a) corporeal performances differentiate and coordinate the contents of lecturing with its pitch, rhythm, and speech volume, and thereby orient students to specific discourse features of chemistry; and (b) corporeal performances differentiate and coordinate layers of talk with prosody, gestures, and body orientation, and thereby make analogies available to students. We conclude that what is visible in lectures (e.g., scientific discourse, analogies) is always the outcome of the (generally unattended to) corporeal labor including gestures, body orientation, and prosodic features (e.g., shifts in pitch) and that this outcome | labor pair constitutes an appropriate unit of understanding lecturing as societal phenomenon. Springer Science+Business Media Dordrecht, 2013 Lecture nationallicence Performance nationallicence Chemistry nationallicence Discourse nationallicence Analogy nationallicence Hwang SungWon University of Calgary, 2500 University Drive NW, Calgary, AB, Canada aut Roth Wolff-Michael University of Victoria, Victoria, BC, Canada aut Cultural Studies of Science Education Springer Netherlands 8/3(2013-09-01), 683-708 1871-1502 8:3<683 2013 8 11422 https://doi.org/10.1007/s11422-013-9502-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-013-9502-y text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hwang SungWon University of Calgary, 2500 University Drive NW, Calgary, AB, Canada aut NATIONALLICENCE 700 1- Roth Wolff-Michael University of Victoria, Victoria, BC, Canada aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/3(2013-09-01), 683-708 1871-1502 8:3<683 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer