PERC 2024 Abstract Detail Page
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| Abstract Title: | Epistemic Messages and Reflections In a Calculus-based Intro-Physics Classroom |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Epistemic Messages and Reflections In a Calculus-based Intro-Physics Classroom We seek to explore how students and instructors think about what "Math" is and what "Physics" is, and examine how those ideas come together when talking about and doing math/physics tasks in a Calculus-based Introductory course. Electronic field notes were captured in each instructional class period throughout the semester. Field notes document instances where students and the instructor mentioned the use of each discipline in the context of this course or other courses, as well as broader disciplinary cultures. Field notes also document any emergent features of student-student and student-instructor discourse and actions. We present some salient epistemic messages shared by the instructor in the classroom, and how students responded to them in class and reflected on them in one-on-one interviews. Interviews and field notes illustrate how students process epistemic messages and articulate their conceptions of "Math" and "Physics" in their courses and more broadly. |
| Footnote: | Material based on work supported by NSF PHY 1912152. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NSF. |
| Session Time: | Poster Session 2 |
| Poster Number: | B43 |
Author/Organizer Information | |
| Primary Contact: |
Idris Malik North Dakota State University Fargo, ND 58102 Phone: 5135264342 |
| Co-Author(s) and Co-Presenter(s) |
Warren Christensen (he/him) North Dakota State University |
