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Coordinating epistemic frames in informal physics: Agency, support, and technology
written by Brett L. Fiedler, Michael B. Bennett, Nicole E. Johnson, and Emily B. Moore
Informal physics environments present opportunities for youth to voluntarily engage with physics in a collaborative space. However, individual children's educational backgrounds, expectations, and motivations impact their engagement with the group learning activities and educational tools in informal physics learning. We initiate an investigation into the variables of agency, support, and technology that contribute to children's dynamic epistemic framing of a virtually simulated learning environment within an afterschool physics environment. Specifically, we consider the use of PhET interactive simulations in the PISEC afterschool physics program by middle-school students and their college-aged mentors. We analyzed video of a group of three learners and their mentor as they use a simulation and transition into a physical experiment based on the simulation. We analyzed each individual's actions and vocalizations to identify their framing using a two-dimensional framing axis. Further, we determined when these frames appeared to be aligned or misaligned between group members during the activity, transitions between alignment and misalignment, and investigated what malleable factors (e.g. technology use, mentor pedagogy, program structures) are contributing to these shifts in alignment. Initial analysis shows malleable factors such as UE pedagogy and environment affordances (e.g. technology, spatial orientation), as well as their intersection with non-malleable factors (e.g. youth social motivations) for future investigation.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Pages 159-164
Subjects Levels Resource Types
Education Foundations
- Behavior
= Social Interaction
- Student Characteristics
= Affect
Education Practices
- Informal Education
- Learning Environment
- Technology
= Multimedia
- Middle School
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
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Mirror:
https://doi.org/10.1119/perc.2019…
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.2019.pr.Fiedler
NSF Numbers:
1621363
1734006
1548924
Keyword:
PERC 2019
Record Creator:
Metadata instance created January 2, 2020 by Lyle Barbato
Record Updated:
January 6, 2020 by Lyle Barbato
Last Update
when Cataloged:
January 6, 2020
Other Collections:

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Record Link
AIP Format
B. Fiedler, M. Bennett, N. Johnson, and E. Moore, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15271&DocID=5182).
AJP/PRST-PER
B. Fiedler, M. Bennett, N. Johnson, and E. Moore, Coordinating epistemic frames in informal physics: Agency, support, and technology, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15271&DocID=5182>.
APA Format
Fiedler, B., Bennett, M., Johnson, N., & Moore, E. (2019, July 24-25). Coordinating epistemic frames in informal physics: Agency, support, and technology. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved October 17, 2021, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15271&DocID=5182
Chicago Format
Fiedler, B, M. Bennett, N. Johnson, and E. Moore. "Coordinating epistemic frames in informal physics: Agency, support, and technology." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15271&DocID=5182 (accessed 17 October 2021).
MLA Format
Fiedler, Brett, Michael B. Bennett, Nicole E. Johnson, and Emily Moore. "Coordinating epistemic frames in informal physics: Agency, support, and technology." Physics Education Research Conference 2019. Provo, UT: 2019. 159-164 of PER Conference. 17 Oct. 2021 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15271&DocID=5182>.
BibTeX Export Format
@inproceedings{ Author = "Brett Fiedler and Michael B. Bennett and Nicole E. Johnson and Emily Moore", Title = {Coordinating epistemic frames in informal physics: Agency, support, and technology}, BookTitle = {Physics Education Research Conference 2019}, Pages = {159-164}, Address = {Provo, UT}, Series = {PER Conference}, Month = {July 24-25}, Year = {2019} }
Refer Export Format

%A Brett Fiedler %A Michael B. Bennett %A Nicole E. Johnson %A Emily Moore %T Coordinating epistemic frames in informal physics: Agency, support, and technology %S PER Conference %D July 24-25 2019 %P 159-164 %C Provo, UT %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15271&DocID=5182 %O Physics Education Research Conference 2019 %O July 24-25 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Fiedler, Brett %A Bennett, Michael B. %A Johnson, Nicole E. %A Moore, Emily %D July 24-25 2019 %T Coordinating epistemic frames in informal physics: Agency, support, and technology %B Physics Education Research Conference 2019 %C Provo, UT %P 159-164 %S PER Conference %8 July 24-25 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15271&DocID=5182


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