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Abstract Title: Instructor's framing affects students' framing in upper-division physics problem solving
Abstract: Problem solving is an important part of learning physics at all levels.  In our work, we study students' in-class problem solving in upper-division physics courses.  We are particularly interested in how students interact with each other and with the instructor to use mathematics and build meaning in solving physics problems.

In our Electromagnetic Fields course, students spend the majority of class time solving problems in small groups; the instructor occasionally interrupts or assists them. From video data of students' problem solving, we abstract the students' and instructor's epistemological frames and frame shifts.  We look for trends in how students shift between frames during problem solving, and how the instructor's framing affects the students'.  From this quantitative work on framing trends comes new theory at the junction of framing and interaction analysis.
Abstract Type: Symposium Talk
Parallel Session: Building research questions from observational data

Author/Organizer Information

Primary Contact: Hai Nguyen
Kansas State University
and Co-Presenter(s)
Deepa Chari, Kansas State University