Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics
Year: 2009
Type: article
Abstract: Questions of participant understanding of the nature of an activity have been addressed in anthropology and sociolinguistics with the concepts of frames and framing. 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 understanding of the nature of the activity affects what she notices, what knowledge she accesses, and how she thinks to act. Previous analyses have found evidence of framing primarily in linguistic markers associated with speech acts. In this paper, we show that there is useful evidence of framing in easily observed features of students' 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.
Source: Cognition and Instruction
Authors: Rachel E. Scherr, David Hammer
Institution: University of Maryland, College Park
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2138202808