Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting
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A major part of studies about students' conceptions and conceptual change exclusively is based on the analysis language, which is treated as a tool to make private contents of mind public to researchers. Following recent studies that focus (a) on language and discursive practice and (b) on the pragmatics of communication that draws on talk, gestures, and semiotic resources in the setting, we propose a redefinition of the nature of conception. Conceptions are understood as the simultaneously available speech, gestures, and contextual structures that cannot be reduced to verbal rendering because gestures and contextual structures constitute different modalities in the communication. Drawing on data collected during a physics unit about gas taught in French tenth-grade classrooms, we show why an appropriate account of conceptions requires (a) gestures simultaneously produced with talk and (b) identification of the relevant structures in the setting used by the participants as meaning-making (semiotic) resources. We propose to (a) reconceptualize the notion of conception by defining an "idea" as consisting of all relevant semiotic (meaning-making) resources publicly made available by a speaker (talk, gesture, context) and (b) consider conceptual change through the temporal evolution of ideas defined in this manner.
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