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Physics Education Research (PER) applies a scientific approach to thequestion, "How do our students think about and learn physics?" PER allows us toexplore such intellectually engaging questions as, "What does it mean tounderstand something in physics?" and, "What skills and competencies do we wantour students to learn from our physics classes?" To address questions likethese, we need to do more than observe student difficulties and buildcurricula. We need a theoretical framework -- a structure for talking about,making sense of, and modeling how one thinks about, learns, and understandsphysics. In this paper, I outline some aspects of the Resources Framework, astructure that some of us are using to create a phenomenology of physicslearning that ties closely to modern developments in neuroscience, psychology,and linguistics. As an example of how this framework gives new insights, Idiscuss epistemological framing -- the role of students' perceptions of thenature of the knowledge they are learning and what knowledge is appropriate tobring to bear on a given task. I discuss how this foothold idea fits into ourtheoretical framework, show some classroom data on how it plays out in theclassroom, and give some examples of how my awareness of the resourcesframework influences my approach to teaching.

Oersted Lecture 2013: How should we think about how our students think?