Classroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co-constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated with doing knowledge building work. To address these challenges, we must examine not just what gets constructed (the scientific ideas), but how knowledge is co-constructed by teachers and students (the process of building those ideas) amidst uncertainty. In this study, we propose a conceptual tool for identifying organizational, epistemic, and interpretive metadiscourse markers (MDMs) in science talk. We highlight how teachers and students use these three types of MDMs as they navigate uncertainty while connecting ideas within and across multiple turns of talk, leveraging resources for knowledge building, and making interpretations about one another's ideas. We conclude with a set of suggestions for how researchers and teachers can utilize this framework to attend to the ways that MDMs index the organizational, epistemic, and interpretive dimensions of uncertainty in the knowledge building process.

中文翻译：

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使其“粘在一起”的粘合剂：用于识别元话语如何在知识构建讨论期间促进不确定性导航的框架

课堂讨论已成为科学教育改革努力的核心，因为谈话调解了科学课堂中知识的共同共建。尽管数十年的研究强调了谈话在支持科学学习中的重要性，但科学教育界仍在努力解决如何支持教师和学生应对与知识构建工作相关的不确定性的问题。为了应对这些挑战，我们不仅要研究构建的内容（科学思想），还要研究教师和学生如何在不确定的情况下共同构建知识（构建这些思想的过程）。在这项研究中，我们提出了一种概念工具，用于识别科学演讲中的组织、认知和解释性元话语标记（MDM）。我们重点介绍教师和学生在应对不确定性时如何使用这三种类型的 MDM，同时在多轮谈话中和多轮谈话中连接想法、利用资源进行知识构建以及对彼此的想法进行解释。最后，我们提出了一系列建议，说明研究人员和教师如何利用该框架来关注 MDM 对知识构建过程中不确定性的组织、认知和解释维度进行索引的方式。