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Cognition and Instruction
written by Rachel E. Scherr and David Hammer
The concept of framing from anthropology and sociolinguistics is useful for understanding student reasoning. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's framing affects what she notices, what knowledge she accesses, and how she thinks to act. We find evidence of framing in easily observed features of students' collaborative behavior. We apply this observational methodology to explore dynamics among behavior, framing, and the conceptual substance of student reasoning in the context of collaborative active-learning activities in an introductory university physics course. We find evidence that certain student behaviors indicate and support a relatively sophisticated epistemological framing of these activities, one in which students discuss the substance of the ideas at hand.
Cognition and Instruction: Volume 27, Issue 2, Pages 147-174
Subjects Levels Resource Types
Education - Basic Research
- Behavior
= Social Interaction
- Problem Solving
= Frameworks
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Article
= Research study
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© 2009 Taylor & Francis Online
Keywords:
cognitive framing, epistemology
Record Creator:
Metadata instance created July 18, 2018 by Bruce Mason
Record Updated:
July 18, 2018 by Bruce Mason
Last Update
when Cataloged:
March 28, 2009
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AIP Format
R. Scherr and D. Hammer, Cog. Instr. 27 (2), 147 (2009), WWW Document, (https://dx.doi.org/10.1080/07370000902797379).
AJP/PRST-PER
R. Scherr and D. Hammer, Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics, Cog. Instr. 27 (2), 147 (2009), <https://dx.doi.org/10.1080/07370000902797379>.
APA Format
Scherr, R., & Hammer, D. (2009, March 28). Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics. Cog. Instr., 27(2), 147-174. Retrieved April 7, 2020, from https://dx.doi.org/10.1080/07370000902797379
Chicago Format
Scherr, Rachel, and David Hammer. "Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics." Cog. Instr. 27, no. 2, (March 28, 2009): 147-174, https://dx.doi.org/10.1080/07370000902797379 (accessed 7 April 2020).
MLA Format
Scherr, Rachel, and David Hammer. "Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics." Cog. Instr. 27.2 (2009): 147-174. 7 Apr. 2020 <https://dx.doi.org/10.1080/07370000902797379>.
BibTeX Export Format
@article{ Author = "Rachel Scherr and David Hammer", Title = {Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics}, Journal = {Cog. Instr.}, Volume = {27}, Number = {2}, Pages = {147-174}, Month = {March}, Year = {2009} }
Refer Export Format

%A Rachel Scherr
%A David Hammer
%T Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics
%J Cog. Instr.
%V 27
%N 2
%D March 28, 2009
%P 147-174
%U https://dx.doi.org/10.1080/07370000902797379
%O text/html

EndNote Export Format

%0 Journal Article
%A Scherr, Rachel
%A Hammer, David
%D March 28, 2009
%T Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics
%J Cog. Instr.
%V 27
%N 2
%P 147-174
%8 March 28, 2009
%U https://dx.doi.org/10.1080/07370000902797379


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