Sayre, Eleanor C.Irving, P. W.2016-04-062016-04-062015-09-23http://hdl.handle.net/2097/32433Citation: Sayre, E. C., & Irving, P. W. (2015). Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist. Physical Review Special Topics-Physics Education Research, 11(2), 17. doi:10.1103/PhysRevSTPER.11.020121[This paper is part of the Focused Collection on Upper Division Physics Courses.] 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 nonphysicists. Students also use BESM talk to communicate their expectations in four ways: understanding, confusion, spotting inconsistencies, and generalized expectations.Attribution 3.0 Unported (CC BY 3.0)http://creativecommons.org/licenses/by/3.0/Student ExpectationsHarmonic MotionScienceKnowledgeInstructionFrameworkArticle