Students' Epistemological Framing in Quantum Mechanics Problem Solving

Autor/inn/en	Modir, Bahar; Thompson, John D.; Sayre, Eleanor C.
Titel	Students' Epistemological Framing in Quantum Mechanics Problem Solving
Quelle	In: Physical Review Physics Education Research, 13 (2017) 2, S.020108-1 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Epistemology; Problem Solving; Quantum Mechanics; Physics; Observation; Protocol Analysis; Video Technology; Mathematical Formulas; College Science; Teaching Methods; Instructional Effectiveness; Ethnography; Kansas + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Problemlösen; Quantenmechanik; Physik; Beobachtung; Mathematische Formel; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ethnografie
Abstract	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 problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01