The glue that makes it “hang together”

A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions

Bibliographic Data

ID21353683
AuthorsMon‐Lin Monica Ko (0000-0003-3779-9517, Institute of Cognitive Science University of Colorado Boulder Boulder Colorado USA, corresponding author), Melissa Luna (0000-0002-2175-996X, College of Applied Human Sciences West Virginia University Morgantown West Virginia USA)
Year2024
Volume61
Issue2
Pages457-486
Publication date2024-02-01
Open AccessYes
TypeARTICLE
VenueJournal of Research in Science Teaching (JOURNAL)
Journal identifiersISSN: 0022-4308 • E-ISSN: 1098-2736
PublisherWiley (PUBLISHER • GB)
DOI10.1002/tea.21893
OpenAlexW4386022798
LanguageEN
Citations received11
References cited53

Classroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co‐constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated with doing knowledge building work. To address these challenges, we must examine not just what gets constructed (the scientific ideas), but how knowledge is co‐constructed by teachers and students (the process of building those ideas) amidst uncertainty. In this study, we propose a conceptual tool for identifying organizational, epistemic, and interpretive metadiscourse markers (MDMs) in science talk. We highlight how teachers and students use these three types of MDMs as they navigate uncertainty while connecting ideas within and across multiple turns of talk, leveraging resources for knowledge building, and making interpretations about one another's ideas. We conclude with a set of suggestions for how researchers and teachers can utilize this framework to attend to the ways that MDMs index the organizational, epistemic, and interpretive dimensions of uncertainty in the knowledge building process

Engineering ethics · Epistemology · Knowledge Building · Knowledge management · Mathematics education · Metadiscourse · Pedagogy · Process (computing) · Science education · Set (abstract data type) · Social science · Sociology · Sociology of scientific knowledge · Computer Science · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Engineering · Innovative Teaching and Learning Methods · Psychology

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Open DOIOpen Access