简短的、嵌入式的、自发的元认知谈话表明像物理学家一样思考
Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist
摘要：
教师和研究人员认为“像物理学家一样思考”对学生的专业发展很重要。然而，精确的定义和观察标记仍然难以捉摸。我们重新解释了物理学中流行的信念清单，以表明物理学家认为“像物理学家一样思考”需要什么。通过对自然环境中高年级学生的话语分析，我们发现学生可能会适当或抵制这些元素。我们确定了一个新的元素在物理学家的演讲体裁：简短，嵌入式，自发的元认知谈话（BESM谈话）。BESM谈话传达了学生对物理学作为一个技术领域和一种文化努力的即时期望。学生使用BESM谈话定位自己作为物理学家或非物理学家。学生还使用BESM谈话以四种方式传达他们的期望：理解，困惑，发现不一致和概括的期望。
英文摘要：
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 non-physicists. Students also use BESM talk to communicate their expectations in four ways: understanding, confusion, spotting inconsistencies, and generalized expectations.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
