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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
and Co-Presenter(s)
Christopher Hass, Kansas State University.
Qing Ryan, California State Polytechnic University and
Eleanor C Sayre, Kansas State University.