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Abstract Title: Question Characteristics and Students’ Epistemic Framing
Abstract: Problem-solving is an important skill for undergraduate physics students. In addition to having the basic skills and background knowledge, students' epistemic framing can play an important role in their ability to solve physics problems. As part of a bigger effort in understanding how to help instructors to better facilitate students' work, we would like to find out when students proceed through problems in similar ways and the potential relationship between question characteristics and students' framing to these questions. In this study, we use a two-dimensional theoretical framework (CAMP framework: Conceptual Physics, Algorithmic Physics, Conceptual Math, Algorithmic Math) to analyze and compare different students' framing to the same set of questions of research-based tutorials in upper-division electricity and magnetism. We present a case study of comparing the self-reported framing of two students as they work through the same set of tutorial problems. Preliminary analysis suggests a correlation between question characteristics and student epistemic framing.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.M2
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Qing Ryan
Cal Poly Pomona
Pomona, CA 91768
Phone: 6128682563
and Co-Presenter(s)
Darwin Agunos, Cal Poly Pomona
Scott Franklin, Rochester Institute of Technology
Manuel Gomez-Bera, Rochester Institute of Technology
Christopher Hass, Kansas State University
Mary Bridget Kustusch, dePaul University
Eleanor Sayre, Kansas State University