PERC 2020 Abstract Detail Page
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| Abstract Title: | Qualitative Analysis of Students' Epistemic Framing Surrounding Instructor's Interaction |
|---|---|
| Abstract: | As part of a larger study of exploring students' problem solving in small groups, we investigated how instructor influences students' epistemic framing in an upper-division electromagnetism class. We use the CAMP (Conceptual, Algorithmic, Mathematics, Physics) framework to investigate the dynamics of students' frames surrounding their interaction with the instructor, tracking frame triplets before, during and after instructor's intervention during the tutorial sessions. We present a case study of one such triplet (AP, CP, AP) by qualitatively analyzing students' interaction with instructor. Careful examination indicates that disagreements during the interaction necessitated the instructor to initiate conceptual discussion thereby causing a frame shift from an algorithmic to a conceptual frame. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | 2.M4 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Amogh Sirnoorkar Kansas State University Manhattan, KS 66502 Phone: 7853177966 |
| Co-Author(s) and Co-Presenter(s) |
Christopher Hass, Kansas State University. Qing Ryan, California State Polytechnic University and Eleanor C Sayre, Kansas State University. |
