English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Research on nontraditional laboratory (lab) activities in physics shows thatstudents often expect to verify predetermined results, as takes place intraditional activities. This understanding of what is taking place, orepistemic framing, may impact their behaviors in the lab, either productivelyor unproductively. In this paper, we present an analysis of student epistemicframing in a nontraditional lab to understand how instructional context,specifically instructor behaviors, may shape student framing. We present videodata from a lab section taught by an experienced teaching assistant (TA), with19 students working in seven groups. We argue that student framing in this labis evidenced by whether or not students articulate experimental predictions andby the extent to which they take up opportunities to construct knowledge(epistemic agency). We show that the TA's attempts to shift student framesgenerally succeed with respect to experimental predictions but are lesssuccessful with respect to epistemic agency. In part, we suggest, the successof the TA's attempts reflects whether and how they are responsive to students'current framing. This work offers evidence that instructors can shift students'frames in nontraditional labs, while also illuminating the complexities of bothstudent framing and the role of the instructor in shifting that framing in thiscontext.

Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing