# Student and instructor framing in upper-division physics

## TL;DR

This study investigates how students and instructors frame problem-solving in upper-division physics, focusing on epistemic framing related to conceptual and algorithmic approaches, and how these frames influence learning and interaction.

## Contribution

It introduces a two-axis framework to analyze epistemic framing in physics problem solving and examines the dynamics of student-instructor framing interactions.

## Key findings

- Students and instructors tend to follow each other's framing cues.
- Framing interactions influence students' problem-solving approaches.
- The framework helps identify productive and unproductive framing patterns.

## Abstract

Upper-division physics students spend much of their time solving problems. In addition to their basic skills and background, their epistemic framing can form an important part of their ability to learn physics from these problems. Encouraging students to move toward productive framing may help them solve problems. Thus, an instructor should understand the specifics of how student have framed a problem and understand how her interaction with the students will impact that framing. In this study we investigate epistemic framing of students in problem solving situations where math is applied to physics. To analyze the frames and changes in frames, we develop and use a two-axis framework involving conceptual and algorithmic physics and math. We examine student and instructor framing and the interactions of these frames over a range of problems in an upper-division electromagnetic fields course. Within interactions, students and instructors generally follow each others' leads in framing.