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Abstract Title: Instructional moves to shift upper division students' epistemic frames
Abstract: As part of an effort to develop supporting materials for instructors to better facilitate students' problem solving in groups, we try to identify some instructional moves under the framework of epistemic framing.
Epistemic framing describes students' perspective on the nature of a question. Using the two axis framing system developed by Modir, we look at classroom discourse and student problem solving, we identify moves that instructors use to shift students into productive frames. Using qualitative analysis of video data from one-on-one interactions between instructor and students in an upper-division electromagnetism course, we identify several specific instructional moves used by instructors and generalize them for future use to develop instructor-supporting materials.  In this poster we present these instructional moves, and the observed frameshifts they induce.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C45

Author/Organizer Information

Primary Contact: Christopher A. Hass
Kansas State University
1701 Hillcrest Dr. Apt. 06
Manhattan, KS 66502
Phone: 7854106958
and Co-Presenter(s)
Eleanor C. Sayre, Kansas State University, Department of Physics

Qing Ryan, California State Polytechnic University, Pomona, Department of Physics