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written by Michael C. Wittmann and Rachel E. Scherr
This research study, presented at the 2002 Physics Education Research Conference, discusses how a student's guiding epistemological mode (be it knowledge as memorized information, knowledge from authority, or knowledge as fabricated stuff) may constrain that student from reasoning in productive ways while also shaping the inferences a researcher can make about how that student reasons about a particular phenomenon. The authors discuss both cases in the context of an individual student interview on charge flow in wires.
Physics Education Research Conference 2002
Part of the PER Conference series
Boise, Idaho: August 7-8, 2002
Subjects Levels Resource Types
Education - Basic Research
- Cognition
- Research Design & Methodology
- Lower Undergraduate
- High School
- Graduate/Professional
- Reference Material
= Research study
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application/ms-word
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© 2002 Michael C. Wittmann, Rachel E. Scherr
Keywords:
PERC 2002, epistemology, reasoning, student assessment, student characteristics
Record Creator:
Metadata instance created September 27, 2006 by Lyle Barbato
Record Updated:
May 29, 2011 by Lyle Barbato
Last Update
when Cataloged:
August 7, 2002
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Record Link
AIP Format
M. Wittmann and R. Scherr, presented at the Physics Education Research Conference 2002, Boise, Idaho, 2002, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4312&DocID=1159).
AJP/PRST-PER
M. Wittmann and R. Scherr, Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow, presented at the Physics Education Research Conference 2002, Boise, Idaho, 2002, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4312&DocID=1159>.
APA Format
Wittmann, M., & Scherr, R. (2002, August 7-8). Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow. Paper presented at Physics Education Research Conference 2002, Boise, Idaho. Retrieved October 20, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4312&DocID=1159
Chicago Format
Wittmann, Michael, and Rachel Scherr. "Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow." Paper presented at the Physics Education Research Conference 2002, Boise, Idaho, August 7-8, 2002. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4312&DocID=1159 (accessed 20 October 2014).
MLA Format
Wittmann, Michael, and Rachel Scherr. "Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow." Physics Education Research Conference 2002. Boise, Idaho: 2002. of PER Conference. 20 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4312&DocID=1159>.
BibTeX Export Format
@inproceedings{ Author = "Michael Wittmann and Rachel Scherr", Title = {Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow}, BookTitle = {Physics Education Research Conference 2002}, Address = {Boise, Idaho}, Series = {PER Conference}, Month = {August 7-8}, Year = {2002} }
Refer Export Format

%A Michael Wittmann
%A Rachel Scherr
%T Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow
%S PER Conference
%D August 7-8 2002
%C Boise, Idaho
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4312&DocID=1159
%O Physics Education Research Conference 2002
%O August 7-8
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Wittmann, Michael
%A Scherr, Rachel
%D August 7-8 2002
%T Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow
%B Physics Education Research Conference 2002
%C Boise, Idaho
%S PER Conference
%8 August 7-8
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4312&DocID=1159


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow:

Replaces Epistemology mediating conceptual knowledge: Constraints on data accessible from interviews

The Arxiv preprint of this article is entited, "Epistemology mediating conceptual knowledge: Constraints on data accessible from interviews."

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