Dynamics of students' epistemological framing in group problem solving

TL;DR

This study explores how student groups negotiate and shift their epistemological framing during collaborative physics problem solving, highlighting the dynamic nature of their problem-solving approaches.

Contribution

It provides new insights into group framing negotiations and frame shifts, advancing understanding of collaborative problem solving in physics education.

Findings

Students negotiate framing through discussion.

Group framing shifts influence problem-solving paths.

Framing dynamics affect learning outcomes.

Abstract

Many studies have investigated students' epistemological framing when solving physics problems. Framing supports students' problem solving as they decide what knowledge to employ and the necessary steps to solve the problem. Students may frame the same problem differently and take alternate paths to a correct solution. When students work in group settings, they share and discuss their framing to decide how to proceed in problem solving as a whole group. In this study, we investigate how groups of students negotiate their framing and frame shifts in group problem solving.