Incorporating Affect in an Engineering Student's Epistemological Dynamics
Physics Education
2010-03-23 v1
Abstract
Research has linked a student's affect to her epistemology (Boaler & Greeno, 2000), but those constructs often apply broadly to a discipline and/or classroom culture. Independently, an emerging line of research shows that a student in a given classroom and discipline can shift between multiple locally coherent epistemological stances (Hammer, Elby, Scherr, & Redish, 2005). Our case study of Judy, an undergraduate engineering major, begins our long-term effort at uniting these two bodies of literature.
Cite
@article{arxiv.1003.4037,
title = {Incorporating Affect in an Engineering Student's Epistemological Dynamics},
author = {Brian A. Danielak and Ayush Gupta and Andrew Elby},
journal= {arXiv preprint arXiv:1003.4037},
year = {2010}
}
Comments
2-page paper: ICLS 2010 Conference Proceedings