围绕教师互动的学生认知框架的定性分析

Amogh Sirnoorkar, C. A. Hass, Qing X. Ryan, Eleanor C. Sayre
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引用次数: 2

摘要

作为探索学生在小组中解决问题的更大研究的一部分,我们调查了教师如何影响高年级电磁学课上学生的认知框架。我们使用CAMP(概念、算法、数学、物理)框架来研究学生与教师互动时的框架动态,跟踪教师在辅导课干预之前、期间和之后的框架三联体。我们通过定性分析学生与教师的互动,提出了一个这样的三元组(AP, CP, AP)的案例研究。仔细检查表明,在互动过程中的分歧需要教师发起概念讨论,从而导致框架从算法到概念框架的转变。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Qualitative Analysis of Students' Epistemic Framing Surrounding Instructor's Interaction
As part of a larger study of exploring students’ problem solving in small groups, we investigated how the instructor influences students’ epistemic framing in an upper-division electromagnetism class. We use the CAMP (Conceptual, Algorithmic, Mathematics, Physics) framework to investigate the dynamics of students’ frames surrounding their interaction with the instructor, tracking frame triplets before, during and after the instructor’s intervention during tutorial sessions. We present a case study of one such triplet (AP, CP, AP) by qualitatively analyzing student interaction with the instructor. Careful examination indicates that disagreements during the interaction necessitated the instructor to initiate conceptual discussion thereby causing a frame shift from an algorithmic to a conceptual frame.
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