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Abstract Title: Evidence of epistemological framing in survey question misinterpretation
Abstract: Physics students' views about what kinds of learning and knowledge-generating activities are expected in class, their epistemological framing, influences their reasoning and what they learn [1-2].  In previous work, we observed that students' likelihood of correctly answering a kinematics question easily solved through common sense depended on whether preceding questions on the survey were designed to prime "sense-making" or schoolish "answer-making" [3]. To get insight into students' reasoning on the survey we collected 24 think-aloud protocols [4].  The think-aloud data indicate some participants who incorrectly answered the kinematics question misinterpreted the physical situation it describes.  This observation might be seen as evidence the question lacks psychometric validity.  However, analysis indicates that students misinterpret the question because of how they frame their approach to answering it.  So, misinterpretation of the kinematics question is a signal of epistemological framing, not an impediment to seeing it.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Paul Hutchison
Grinnell College
Steiner Hall
1120 Park St.
Grinnell, IA 50112
Phone: 6412694882
and Co-Presenter(s)
Andy Elby, University of Maryland - College Park