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Title: Proposing a Framework for Analyzing Metadiscourse in Dialogic Science Classrooms
Authors: Ko, Mon-Lin Monica
Luna, Melissa J.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Ko, M. M. & Luna, M. J. (2021). Proposing a Framework for Analyzing Metadiscourse in Dialogic Science Classrooms. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 649-652). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Classroom discussions have become a centerpiece of reform efforts in science classrooms, yet there are recurring challenges to understanding how teachers and students engage, and make sense of classroom discussion to support knowledge building. In this paper, we present a framework for analyzing the metadiscourse (MD) used during discussions, building on prior work on the use of MD in academic writing. We argue here that while other analytic systems for classroom dialogue rely primarily on a speaker’s propositional content, the speaker’s use of MD can also shed light on how teachers and students are positioning themselves and their ideas during discussion. We provide an overview of our framework, illustrate its application, and discuss implications for analyzing discussions in K-12 classrooms.
Appears in Collections:ISLS Annual Meeting 2021

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