Problem-solving is an important skill for undergraduate physics students. In addition to having the basic skills and background knowledge, students epistemic framing can play an important role in their ability to solve physics problems. As part of a bigger effort in understanding how to help instructors to better facilitate students work, we would like to find out when students proceed through problems in similar ways and the potential relationship between question characteristics and students framing to these questions. In this study, we use a two-dimensional theoretical framework (CAMP framework: Conceptual Physics, Algorithmic Physics, Conceptual Math, Algorithmic Math) to analyze and compare different students framing to the same set of questions of research-based tutorials in upper-division electricity and magnetism. We present a case study of comparing the self-reported framing of two students as they work through the same set of tutorial problems. Preliminary analysis suggests a correlation between question characteristics and student epistemic framing.

Question characteristics and students’ epistemic framing

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Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

PERC SM 20

Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?

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Question characteristics and students’ epistemic framing

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