Analysis of Different Categories of Epistemic and Metacognitive Discourse in Argumentation

Argumentative practices have been shown to deepen understanding and improve academic performance. After 10 years of work with science curricula designed to develop reasoning, we present a framework grounded in data from our projects for identifying different forms of metacognitive engagement in science inquiry classes. We focus on four categories of discourse from our data: object of thought or discourse; expressions of what someone is thinking;...