相关论文: Teacher Noticing and Shifting of Student Epistemic…

Research on nontraditional laboratory (lab) activities in physics shows that students often expect to verify predetermined results, as takes place in traditional activities. This understanding of what is taking place, or epistemic framing,…

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.…

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…

Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…

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…

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…

Imitation learning with a privileged teacher has proven effective for learning complex control behaviors from high-dimensional inputs, such as images. In this framework, a teacher is trained with privileged task information, while a student…

We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student's…

The ability to emotionally or intellectually understand another person's thoughts and feelings-empathy-can foster critical connections that facilitate learning and collaboration. We present a case study of physics faculty that examines…

We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity…

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics…

The ability for a teacher to engage all students in active learning processes in classroom constitutes a crucial prerequisite for enhancing students achievement. Teachers' attentional processes provide important insights into teachers'…

In active engagement physics classrooms, students get opportunities to make sense of physics together through discussion. They do not always take up these opportunities, in part because of the risk of sharing their ideas and having them…

Flipped learning is a method that flips in/out class activities to make lectures learner-centered. In flipped learning, comments from learners on preparation material are useful information for instructors to consider before deciding…

Mathematics can serve many functions in physics. It can provide a computational system, reflect a physical idea, conveniently encode a rule, and so forth. A physics student thus has many different options for using mathematics in his…

Systematic observations of student gestures can not only fill in gaps in students' verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction…

Human visual attention is susceptible to social influences. In education, peer effects impact student learning, but their precise role in modulating attention remains unclear. Our experiment (N=311) demonstrates that displaying peer visual…

Education is a goal-oriented field. But if we want to treat education scientifically so we can accumulate, evaluate, and refine what we learn, then we must develop a theoretical framework that is strongly rooted in objective observations…

Physics students can encounter difficulties in physics problem solving as a result of failing to use knowledge that they have but do not perceive as relevant or appropriate. In previous work the authors have demonstrated that some of these…

The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study…