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ERIC Number: EJ1076810
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: EISSN-1554-9178
Brief, Embedded, Spontaneous Metacognitive Talk Indicates Thinking Like a Physicist
Sayre, Eleanor C.; Irving, Paul W.
Physical Review Special Topics - Physics Education Research, v11 n2 p020121-1-020121-17 Jul-Dec 2015
Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics to indicate what physicists think thinking like a physicist entails. Through discourse analysis of upper-division students' speech in natural settings, we show that students may appropriate or resist these elements. We identify a new element in the physicist speech genre: brief, embedded, spontaneous metacognitive talk (BESM talk). BESM talk communicates students' in-the-moment enacted expectations about physics as a technical field and a cultural endeavor. Students use BESM talk to position themselves as physicists or nonphysicists. Students also use BESM talk to communicate their expectations in four ways: understanding, confusion, spotting inconsistencies, and generalized expectations. [This paper is part of the Focused Collection on Upper Division Physics Courses.]
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: PHY-1157044|DUE-0442388|REC-0633951