Surprise! Shifting students away from model-verifying frames in physics labs

TL;DR

This study investigates how students' framing in physics labs influences their approach, revealing that targeted activities can shift students from a model-verifying frame to one supporting authentic experimentation.

Contribution

The paper identifies the prevalence of the model-verifying frame in physics labs and demonstrates that specific activities can effectively shift students toward more authentic experimental engagement.

Findings

Students frequently use a model-verifying frame that hinders learning.

Targeted activities can shift students away from problematic frames.

Shifting frames enhances engagement in authentic experimentation.

Abstract

Framing affects how students interpret, approach, and accomplish tasks. Little is known, however, about how students frame tasks in physics labs. During the first lab of a sequence designed to teach students about modeling and critical thinking with data, students test a simple model of a pendulum that breaks down with improved measurements. Using in-lab video and follow-up interviews, we identified students' frequent use of a model-verifying frame that substantially interferes with the instructional goals. We present a case study analysis of two students who approach the lab with a model-verifying frame, engage in problematic behaviors including questionable research practices, but later shift their frames to accommodate goals aligned with instructional intention. As instructors transition their instructional labs to open-inquiry experiences, an activity that directly challenges the model-verifying frame may be productive for shifting students away from this problematic frame to one that supports their engagement in authentic experimentation.