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Abstract: Questions of participant understanding of the nature of an activity have beenaddressed in anthropology and sociolinguistics with the concepts of frames andframing. For example, a student may frame a learning activity as an opportunityfor sensemaking or as an assignment to fill out a worksheet. The student-sunderstanding of the nature of the activity affects what she notices, whatknowledge she accesses, and how she thinks to act. Previous analyses have foundevidence of framing primarily in linguistic markers associated with speechacts. In this paper, we show that there is useful evidence of framing in easilyobserved features of students- behavior. We apply this observationalmethodology to explore dynamics among behavior, framing, and the conceptualsubstance of student reasoning in the context of collaborative active-learningactivities in an introductory university physics course.



Autor: Rachel E. Scherr, David Hammer

Fuente: https://arxiv.org/







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