Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Analyzing Teachers' Use of Metadiscourse: The Missing Element in Classroom Discourse Analysis

    Access Status
    Fulltext not available
    Authors
    Tang, Kok-Sing
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Tang, K. 2017. Analyzing Teachers' Use of Metadiscourse: The Missing Element in Classroom Discourse Analysis. Science Education. 101 (4): pp. 548-583.
    Source Title
    Science Education
    DOI
    10.1002/sce.21275
    ISSN
    0036-8326
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/53937
    Collection
    • Curtin Research Publications
    Abstract

    Metadiscourse, or metatalk, is a discursive resource used in virtually any text or conversation to organize its content or signal the author's stance toward the content. Despite its prevalence in classroom talk, few have examined the role of metadiscourse and how it assists teachers and students to manage classroom communication of scientific knowledge. Thus, the purpose of this study is to analyze how science teachers use metadiscourse to construct scientific knowledge with their students. Based on a corpus of classroom video data, I developed a typology of metadiscourse commonly found in science classroom discourse. The typology comprises six major categories of metadiscourse, namely text connective, knowledge connective, activity connective, attitude marker, epistemology marker, and interpretive marker. In addition, I showed how the analysis on metadiscourse was necessary to complement the gaps from classroom analysis focusing on the interaction and content development aspects of classroom talk, particularly during the opening and reviewing stages of constructing a scientific explanation. With a better understanding of metadiscourse, its potential use as a pedagogical intervention to promote science learning is then discussed.

    Related items

    Showing items related by title, author, creator and subject.

    • Virtual Field Trips: Using Information Technology to Create an Integrated Science Learning Environment
      Nix, Rebekah Kincaid (2003)
      This study evaluated a new Integrated Science Learning Environment (ISLE) that bridged the gaps between the traditionally separate classroom, field trip, and information technology milieus. The ISLE model involves a ...
    • Investigating the effectiveness of mathematics games on students' attitudes and learning environment
      Afari, Ernest (2012)
      The primary focus of the present study was an evaluation of the effectiveness of games when used in college-level mathematics classes in the United Arab Emirates (UAE). A mixed-method approach involved surveys, interviews, ...
    • Evaluation of an innovative strategy for teaching systems of linear equations in terms of classroom environment, attitudes and conceptual development
      Ogbuehi, Philip Ikechukwu (2006)
      This study, which was conducted among middle-school students in California, focused on the effectiveness of using innovative strategies for enhancing the classroom environment, students' attitudes, and conceptual development. ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.