Observation Protocol for Metadiscourse Markers in Science Talk (Ko & Luna, 2023)

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Instrument Overview

Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths

Good for exploring how teachers and students navigate uncertainty during knowledge-building in science

Useful for qualitative and mixed-methods studies of classroom discourse and science learning interactions

Cautions

This is a framework rather than a ready-to-use checklist; would need some work to operationalize it for a classroom observation protocol

Pre-work needed to adapt the coding scheme to a new context since Meta-Discourse Markers vary across contexts

The Observation Protocol for Metadiscourse Markers in Science Talk is a classroom observation and discourse framework through which to examine how teachers and students use talk to build knowledge in science. Developed by Ko and Luna in 2023, the framework identifies and categorizes metadiscourse markers (MDMs)—words and phrases that signal how participants organize ideas, express interpretations, and draw on knowledge resources during discussion.

The framework includes three types of MDMs: organizational, interpretive, and epistemic. Across these types, the protocol specifies eight functions that help observers analyze how classroom talk manages uncertainty and supports knowledge building. Rather than focusing only on the scientific ideas discussed, the tool focuses on how ideas are developed and connected across turns of talk.

This framework is designed for use in elementary and secondary science classrooms. It can support research, instructional coaching, and professional learning focused on improving the quality of classroom discussion

Organization

Topic
Student Well-Being
Collection(s): Science Instruction and Identity
Collection Category(ies)
Instructional Practice
Tags
Science education

Content

Grades
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English
Respondent
Student,
Teacher

Administration Information

Length
35 minutes

Access and Use

Price

Free

Contact

Mon-Lin (Monica) Ko: 
Email: Monlin.Ko@colorado.edu


Melissa Luna: 
Email: melissa.luna@mail.wvu.edu

Link
https://doi.org/10.1002/tea.21893
Open Access
No
Use in Research

Chen, Y.-C. (2024). Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking. International Journal of Science Education, 47(3), 1–34. https://doi.org/10.1080/09500693.2024.2333714

Psychometrics (additional guidance)

Psychometric References

Ko, M.-L. M., & Luna, M. J. (2024). The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions. Journal of Research in Science Teaching, 61(2), 457–486. https://doi.org/10.1002/tea.21893