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Abstract Title: A case of productive confirmation framing in an introductory lab
Abstract Type: Contributed Poster Presentation
Abstract: Students' framing of an activity – their understanding of "what is it that's going on here" [1] – shapes how they act, think, and learn. Prior research suggests that framing instructional physics laboratory activities as confirming known results is problematic for learning [2, 3]. Here, we complicate those findings by presenting a case-study of students who exhibit confirmation framing and engage in productive behavior. We claim that their productive behavior is supported by their confirmation framing; put another way, we claim that their confirmation framing engenders their productive behavior. The case-study reported on here is part of a larger project studying student behavior in non-traditional physics labs.
Session Time: Poster Session 3
Poster Number: III-36
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Ian Descamps
Tufts University
and Co-Presenter(s)
Sophia Jeon (She/her), Tufts University
David Hammer (He/Him), Tufts University

Contributed Poster

Contributed Poster: Download the Contributed Poster