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PERC 2016 Abstract Detail Page

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Abstract Title: “This sounds like science”: The impact of epistemological framing
Abstract: We investigate the effects of classroom framing on physics students' personal epistemologies. Our data are think-aloud transcripts from college students reasoning to predictions of physical situations.  We collected data from two groups, students enrolled in introductory physics (most of whom are science majors) and non-science majors. We coded participant responses for the presence of classroom and intuitive knowledge, noting when one or the other was privileged in reasoning to or justifying a prediction.  Though this is a low n study, our analysis suggests the classroom framing of science students inhibits use of non-classroom or intuitive knowledge even in situations when it is useful.  Using experiential knowledge appears to violate physics students' framing of the activity.  This is concerning because it implies the physics students will not connect their experiential understanding of the physical world with the formal physics knowledge being presented in the classroom.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Isabel Monaghan
Grinnell College
Grinnell, IA 50112
and Co-Presenter(s)
Paul Hutchison, Grinnell College