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The impact of students' epistemological framing on a task requiring representational consistency
written by Alexandru Maries, Shih-Yin Lin, and Chandralekha Singh
The ability to flexibly transform between different representations (e.g., from mathematical to graphical representations) of the same concept is a hallmark of expertise. Prior research suggests that many introductory physics students show lack of representational consistency, e.g., they may construct two representations of the same concept in the same situation that are inconsistent with one another. In this case study, we asked students to construct two representations for the electric field for a situation involving Gauss's law with spherical symmetry (charged conducting sphere surrounded by charged conducting spherical shell). Prior research also suggests that this type of problem results in many students constructing representations that are not consistent with one another. Here we present findings from individual interviews with three students about this problem which suggest that students' lack of representational consistency may partly be attributed to the type of knowledge that the graphical and mathematical representations trigger. In the epistemic games framework terminology, the two representations students are asked to construct (mathematical vs. graphical) in the problem may lead them to play two different epistemic games. We discuss how students' epistemological framing may contribute to their lack of representational consistency.
Physics Education Research Conference 2016
Part of the PER Conference series
Sacramento, CA: July 20-21, 2016
Pages 212-215
Subjects Levels Resource Types
Education Foundations
- Learning Theory
= Representations
- Problem Solving
= Representational Use
Electricity & Magnetism
- Electric Fields and Potential
= Gauss' Law
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
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Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2016.pr.048
NSF Number:
1505460
Keyword:
PERC 2016
Record Creator:
Metadata instance created November 30, 2016 by Lyle Barbato
Record Updated:
December 28, 2016 by Lyle Barbato
Last Update
when Cataloged:
December 29, 2016
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Record Link
AIP Format
A. Maries, S. Lin, and C. Singh, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14231&DocID=4585).
AJP/PRST-PER
A. Maries, S. Lin, and C. Singh, The impact of students' epistemological framing on a task requiring representational consistency, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14231&DocID=4585>.
APA Format
Maries, A., Lin, S., & Singh, C. (2016, July 20-21). The impact of students' epistemological framing on a task requiring representational consistency. Paper presented at Physics Education Research Conference 2016, Sacramento, CA. Retrieved December 18, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14231&DocID=4585
Chicago Format
Maries, A, S. Lin, and C. Singh. "The impact of students' epistemological framing on a task requiring representational consistency." Paper presented at the Physics Education Research Conference 2016, Sacramento, CA, July 20-21, 2016. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14231&DocID=4585 (accessed 18 December 2017).
MLA Format
Maries, Alexandru, Shih-Yin Lin, and Chandralekha Singh. "The impact of students' epistemological framing on a task requiring representational consistency." Physics Education Research Conference 2016. Sacramento, CA: 2016. 212-215 of PER Conference. 18 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14231&DocID=4585>.
BibTeX Export Format
@inproceedings{ Author = "Alexandru Maries and Shih-Yin Lin and Chandralekha Singh", Title = {The impact of students' epistemological framing on a task requiring representational consistency}, BookTitle = {Physics Education Research Conference 2016}, Pages = {212-215}, Address = {Sacramento, CA}, Series = {PER Conference}, Month = {July 20-21}, Year = {2016} }
Refer Export Format

%A Alexandru Maries
%A Shih-Yin Lin
%A Chandralekha Singh
%T The impact of students' epistemological framing on a task requiring representational consistency
%S PER Conference
%D July 20-21 2016
%P 212-215
%C Sacramento, CA
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14231&DocID=4585
%O Physics Education Research Conference 2016
%O July 20-21
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Maries, Alexandru
%A Lin, Shih-Yin
%A Singh, Chandralekha
%D July 20-21 2016
%T The impact of students' epistemological framing on a task requiring representational consistency
%B Physics Education Research Conference 2016
%C Sacramento, CA
%P 212-215
%S PER Conference
%8 July 20-21
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14231&DocID=4585


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