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This study aimed to describe the shifting of epistemological framing in understanding the electrical magnet concept using a hypothetical debate problem on physics education students. The respondents of the study were nine students of physics education. The instrument used to determine the student epistemological shift framework is problems of understanding the electrical magnet concept that consisted of five items. In the first stage, students are given problems using the conventional thinking-aloud in resolving them. In the second stage, students are given a hypothetical debate about the problems and then the answers from students were analyzed. In the third stage, interviews were conducted to determine the respondents' understanding of concepts in solving the problems. The results showed that the use of hypothetical debate problem may cause a shift that indicated by an increase in the percentage of the qualitative sense-making and quantitative sense-making while on rote equation chasing were not shifted due to the use of it on the students were very good already, in addition to the conceptual understanding and mathematical skills procedures still an obstacle for students in the completion of the electrical

proceedings of the first indonesian communication forum of teacher training and education faculty leaders international conference on education 2017 (ice 2017)

Analyzing Epistemological Framing of Prospective Physics Teachers on Electromagnetic Understanding Using Hypothetical Debate Problems