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SUMMARY:Between Force and Curvature: A Multimodal Analysis of Competing Co
 nceptual Zones for Gravity in High School Students
DTSTART:20261127T120000Z
DTEND:20261127T130000Z
DTSTAMP:20261111T130600Z
UID:indico-event-1733410@indico.cern.ch
CONTACT:impress-admin@cern.ch
DESCRIPTION:Speakers: Maira Giovana de Souza (Caxias do Sul University)\n\
 n See all IMPRESS seminars and sign up for our newsletter https://indico.c
 ern.ch/category/15165/\nFrom the big bang to black holes\, from elementary
  particles and the fundamental interactions that govern our universe to th
 e world's largest and most complex scientific instruments\, our knowledge 
 of the world builds on modern physics. To make our current-best understand
 ing available to all\, we need to invest in educational research and bridg
 e the gap between those who know science\, those who teach science\, and t
 hose who learn science. \n\nThis month\, we will discuss a paper by Maira
  Giovana de Souza\, Agostinho Serrano & David Treagust \nAbstract: \nThi
 s study investigates how high school students simultaneously employ two mo
 des of conceptualising gravity\, force/attraction and curvature/geometry\,
  when reasoning about gravitational phenomena. Drawing on the conceptual p
 rofile perspective\, we examined how these modes coexist and distribute ac
 ross different cognitive contexts and expressive modalities. Through multi
 modal analysis combining depictive gesture analysis\, speech\, drawings\, 
 and written responses\, we investigated eight Brazilian Year-12 students w
 ho participated in a Special and General Relativity course. Data were coll
 ected from classroom discussions\, written exercises\, and individual inte
 rviews\, enabling triangulation across spontaneous collaborative reasoning
 \, deliberate written formulation\, and retrospective individual explanati
 on. Results reveal that (1) the two modes coexist actively within the same
  students rather than replacing one another\; (2) their activation depends
  systematically on the type of cognitive demand\, the geometric mode predo
 minates in descriptive contexts while the force mode emerges in causal exp
 lanations\; (3) pictorial modalities preferentially access the geometric m
 ode even when speech accesses the force mode\, producing multimodal discor
 dances. These findings suggest that the conceptual transition from Newtoni
 an to Einsteinian gravity involves a prolonged coexistence of conceptual z
 ones rather than a substitution\, and that multimodal analysis reveals asp
 ects of students’ conceptual repertoire that remain hidden in purely ver
 bal analysis. Connections with the gesture-speech mismatch literature are 
 discussed.\nPaper: \nde Souza\, M.G.\, Serrano\, A. & Treagust\, D. Betwee
 n Force and Curvature: A Multimodal Analysis of Competing Conceptual Zones
  for Gravity in High School Students. Int J of Sci and Math Educ 24\, 90 (
 2026). https://doi.org/10.1007/s10763-026-10713-8 \n \n\nhttps://indico.
 cern.ch/event/1733410/\n\nZoom: https://cern.zoom.us/j/65291789082?pwd=Dob
 tMAPMW2waLcEbwiJZID6at9HGEY.1
URL:https://indico.cern.ch/event/1733410/
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