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We investigate the dynamics of student behaviors (posture, gesture, vocalregister, visual focus) and the substance of their reasoning duringcollaborative work on inquiry-based physics tutorials. Scherr has characterizedstudent activity during tutorials as observable clusters of behaviors separatedby sharp transitions, and has argued that these behavioral modes reflectstudents' epistemological framing of what they are doing, i.e., their sense ofwhat is taking place with respect to knowledge. We analyze students' verbalreasoning during several tutorial sessions using the framework of Russ, andfind a strong correlation between certain behavioral modes and the scientificquality of students' explanations. We suggest that this is due to a dynamiccoupling of how students behave, how they frame an activity, and how theyreason during that activity. This analysis supports the earlier claims of adynamic between behavior and epistemology. We discuss implications for researchand instruction.

The Dynamics of Students' Behaviors and Reasoning during Collaborative Physics Tutorial Sessions