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Abstract Title: Reconsidering an Epistemological Framing Explanation
Abstract: Physics students' epistemological framing influences their reasoning and what they learn. [1, 2] In previous work we observed the likelihood of students correctly answering a kinematics question that is easily solved using common sense depended on preceding questions which aimed to prime intuitive reasoning or school-ish answer production. [3] That finding suggests the priming questions elicited different epistemological framings or expectations.  However, further analysis of the written survey responses and some think-aloud data call this explanation into question.  Our analysis identifies significant similarities in the epistemological expectations of correct and incorrect responders.  Hutchison and Elby noted that students who answered the kinematics question incorrectly had misinterpreted it, and argued this misinterpretation was a signal of their epistemological expectations. [4] That may be, but if correct and incorrect responders have similar epistemological expectations then a more subtle explanation is needed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Paul Hutchison
Grinnell College
Dept. of Education
Steiner Hall - 1120 Park St.
Grinnell, IA 50112
Phone: (641) 269-4882
and Co-Presenter(s)
Pavlo Nikolaidis, Grinnell College; Benyamin Elias, Grinnell College