ERIC Number: EJ1087673
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 44
Stimulated Recall Interviews for Describing Pragmatic Epistemology
Shubert, Christopher W.; Meredith, Dawn C.
Physical Review Special Topics - Physics Education Research, v11 n2 p020138-1-020138-15 Jul-Dec 2015
Students' epistemologies affect how and what they learn: do they believe physics is a list of equations, or a coherent and sensible description of the physical world? In order to study these epistemologies as part of curricular assessment, we adopt the resources framework, which posits that students have many productive epistemological resources that can be brought to bear as they learn physics. In previous studies, these epistemologies have been either inferred from behavior in learning contexts or probed through surveys or interviews outside of the learning context.We argue that stimulated recall interviews provide a contextually and interpretively valid method to access students' epistemologies that complement existing methods. We develop a stimulated recall interview methodology to assess a curricular intervention and find evidence that epistemological resources aptly describe student epistemologies.
Descriptors: Epistemology, Recall (Psychology), Physics, Educational Environment, Interviews, Science Instruction, Student Attitudes, Intervention, Teaching Methods, Measures (Individuals), Validity, Reliability, Comparative Analysis, Coding, Video Technology, Interrater Reliability, Simulation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0737458