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Students’ varying responses to instructor prompts for frame shifts in physics labs
written by Meagan Sundstrom, Rebeckah Fussell, Rachel E. Scherr, and N. G. Holmes
Research has shown that students in inquiry-based physics labs often expect their experiment to verify a known theory or model, contrary to the goals of the lab. It is important, therefore, to identify ways for instructors to shift students' expectations or epistemic frames to those in line with scientific inquiry. In this paper, we analyze video recordings of one inquiry-based lab session in which the instructor intentionally encourages students to falsify, or disprove, the claim under investigation. We find that students operationalize the instructor's prompt by taking up one of two distinct epistemic frames: open outcome and verification. Students in the open outcome frame initially expect to falsify their claim, but form other conclusions in the face of alternative evidence. Students in the verification frame, however, view falsification as verifying that a claim is false and do not consider other possible outcomes even when they find conflicting data. These results suggest that students may interpret instructor prompts for frame shifts in very different ways. We argue that to shift students to epistemic frames in line with scientific inquiry (e.g., the open outcome frame), instructor prompts should explicitly address uncertainty in outcomes (regarding an experimental result as unknown) and epistemic agency (perceiving oneself as a producer of knowledge).
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 451-456
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
= Laboratory
- Instructional Material Design
= Problem/Question
Education - Basic Research
- Cognition
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Sundstrom
NSF Numbers:
2139899
2000739
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
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Record Link
AIP Format
M. Sundstrom, R. Fussell, R. Scherr, and N. Holmes, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16275&DocID=5644).
AJP/PRST-PER
M. Sundstrom, R. Fussell, R. Scherr, and N. Holmes, Students’ varying responses to instructor prompts for frame shifts in physics labs, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16275&DocID=5644>.
APA Format
Sundstrom, M., Fussell, R., Scherr, R., & Holmes, N. (2022, July 13-14). Students’ varying responses to instructor prompts for frame shifts in physics labs. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved June 24, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16275&DocID=5644
Chicago Format
Sundstrom, M, R. Fussell, R. Scherr, and N. Holmes. "Students’ varying responses to instructor prompts for frame shifts in physics labs." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16275&DocID=5644 (accessed 24 June 2024).
MLA Format
Sundstrom, Meagan, Rebeckah Fussell, Rachel Scherr, and Natasha G. Holmes. "Students’ varying responses to instructor prompts for frame shifts in physics labs." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 451-456 of PER Conference. 24 June 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16275&DocID=5644>.
BibTeX Export Format
@inproceedings{ Author = "Meagan Sundstrom and Rebeckah Fussell and Rachel Scherr and Natasha G. Holmes", Title = {Students’ varying responses to instructor prompts for frame shifts in physics labs}, BookTitle = {Physics Education Research Conference 2022}, Pages = {451-456}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Meagan Sundstrom %A Rebeckah Fussell %A Rachel Scherr %A Natasha G. Holmes %T Students' varying responses to instructor prompts for frame shifts in physics labs %S PER Conference %D July 13-14 2022 %P 451-456 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16275&DocID=5644 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Sundstrom, Meagan %A Fussell, Rebeckah %A Scherr, Rachel %A Holmes, Natasha G. %D July 13-14 2022 %T Students' varying responses to instructor prompts for frame shifts in physics labs %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 451-456 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16275&DocID=5644


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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