Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist
[This paper is part of the Focused Collection on Upper Division Physics Courses.] 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 i...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
American Physical Society
2015
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/641a1a2776784aaa9370f6319680c3cf |
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| Sumario: | [This paper is part of the Focused Collection on Upper Division Physics Courses.] 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. |
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