Dynamics of students' epistemological framing in group problem solving

Abstract

Many studies have investigated students' epistemological framing when solving physics problems. Framing supports students' problem solving as they decide what knowledge to employ and the necessary steps to solve the problem. Students may frame the same problem differently and take alternate paths to a correct solution. When students work in group settings, they share and discuss their framing to decide how to proceed in problem solving as a whole group. In this study, we investigate how groups of students negotiate their framing and frame shifts in group problem solving.

arXiv comment8 pages, submitted to European Journal of Physics

References in corpus (4)

• Analyzing Problem Solving Using Math in Physics: Epistemological Framing via Warrants
• Epistemic Complexity and the Journeyman-Expert Transition
• Analytic Framework for Students' Use of Mathematics in Upper-Division Physics
• Just Math: A new epistemic frame

Cited by in corpus (6)

• Students' epistemological framing in quantum mechanics problem solving
• Framing Difficulties in Quantum Mechanics
• Case Study: Coordinating Among Multiple Semiotic Resources to Solve Complex Physics Problems
• Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
• Student understanding of electric and magnetic fields in materials
• Blending of Conceptual Physics and Mathematical Signs