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Abstract Title: Cultivating multiple sensitivities to student thinking
Abstract: As researchers and instructors, we use observations of actions, statements, and written work to make what inferences we can about student thinking.  Recent work in PER has emphasized the importance of explicit theoretical frameworks in how and what we attend to when considering such observations.  This presentation will offer the perspective of a "physics-oriented" PER practitioner for whom theoretical frameworks principally offer informed modes of uncovering student thinking.  In this view, a given framework is a tool for listening (or, more generally, observing) students in a certain way.  The value of the framework rests in large part in its ability to contribute to the design of instructional environments and strategies that move students toward desired learning goals. This perspective will be illustrated through the analysis of video data from a Physics and Everyday Thinking class.
Abstract Type: Targeted Poster
Targeted Session: Out of One, Many; Five Researchers Analyze the Same Student Video

Author/Organizer Information

Primary Contact: Andrew Boudreaux
Western Washington University
Physics and Science Education
516 High St
Bellingham, WA 98225-9164
Phone: (360) 650-7383