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ERIC Number: EJ1004311
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1554-9178
Transitions in Students' Epistemic Framing along Two Axes
Irving, Paul W.; Martinuk, Mathew Sandy; Sayre, Eleanor C.
Physical Review Special Topics - Physics Education Research, v9 n1 p010111-1-010111-11 Jan-Jun 2013
We use epistemological framing to interpret participants' behavior during group problem-solving sessions in an intermediate mechanics course. We are interested in how students frame discussion and in how the groups shift discussion framings. Our analysis includes two framing axes, expansive vs narrow and serious vs silly, which together incorporate and extend prior work on how students frame discussions in physics education research. We present markers for where discussion falls on these axes. We support our conclusions with both microanalytic excerpts of discussion and overall analysis of 75 hours of video-based data. We find that the group spends most of its time in more serious framings, and slightly more than half of its time in more narrow ones. The teaching assistant is the participant who initiates the largest number of frame shifts, and her shifts include bids to all quadrants in the expansive or narrow and serious or silly plane. (Contains 4 figures.)
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A