Poster #13 - Unpacking Talk in a Dialogic Science Classroom Through an Analysis of Metadiscourse

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-1 - Research in Science Teaching and Learning Poster Session 2

Abstract

Despite a rich body of emerging literature on talk in K-12 science classrooms, few have examined the role of metadiscourse and what it reveals about the ways that teachers and students engage in knowledge construction. In this study, we present a framework for analyzing MD markers using examples from an interactive, dialogic elementary science classroom. This study seeks to 1) report the development of such a framework, 2) theorize about the value of this analysis and its contribution to our understanding of knowledge construction in science classrooms, and 3) discuss the refinement and application of our framework in future analyses of discussions in science classrooms.

Authors

• Mon-Lin (Monica) Ko, University of Illinois at Chicago

• Melissa J. Luna, West Virginia University