Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics

TL;DR

This paper investigates how students' perceptions of learning activities, as indicated by behavior and linguistic cues, influence their reasoning and engagement during collaborative physics learning.

Contribution

It introduces an observational approach to identify epistemological framing through behavioral cues in active-learning physics settings, expanding beyond linguistic markers.

Findings

Behavioral cues reveal students' framing of activities.

Framing influences students' reasoning and engagement.

Behavioral analysis complements linguistic methods for understanding student cognition.

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.