Incorporating Affect in an Engineering Student's Epistemological Dynamics

Details Incorporating Affect in an Engineering Student's Epistemological Dynamics Incorporating Affect in an Engineering Student's Epistemological Dynamics

2010-03-21

arxiv.org/abs/1003.4037v1

Proceedings of the International Conference for the Learning Sciences 2010

Physics

Physics Education

2-page paper: ICLS 2010 Conference Proceedings

Scientific paper

Research has linked a student's affect to her epistemology (Boaler & Greeno, 2000), but those constructs often apply broadly to a discipline and/or classroom culture. Independently, an emerging line of research shows that a student in a given classroom and discipline can shift between multiple locally coherent epistemological stances (Hammer, Elby, Scherr, & Redish, 2005). Our case study of Judy, an undergraduate engineering major, begins our long-term effort at uniting these two bodies of literature.

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