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Abstract Title: Coordinating epistemic frames in informal physics: Agency, support, and technology
Abstract: Informal physics environments present opportunities for youth to voluntarily engage with physics in a collaborative space. However, varying scientific experience and motivations that bring participants into this space require aligned expectations of both activities and tools to productively immerse themselves in physics learning. We initiate an investigation into the variables of agency, support, and technology that contribute to participant's dynamic epistemic framing of a virtually simulated learning environment within an afterschool physics environment. Specifically, we consider the use of PhET interactive simulations the PISEC physics program by middle-school students and their college-aged mentors. We analyzed video of small groups led by their mentors using simulations and analyzed individual's body language and vocalizations to identify their frames. Further, we determined when these frames appeared to be aligned or misaligned between group members during the activity, transitions between alignment and misalignment, investigating what contributions led to these shifts in alignment.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B20
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Brett Fiedler
University of Colorado at Boulder
440 UCB
Boulder, CO 80309
and Co-Presenter(s)
Nicole Johnson, University of Colorado at Boulder
Emily Moore, University of Colorado at Boulder

Contributed Poster

Contributed Poster: Download the Contributed Poster