Physics – Physics Education
Scientific paper
2008-03-03
2007 Physics Education Research Conference. AIP Conference Proceedings, Volume 951, pp. 69-72 (2007)
Physics
Physics Education
4 pages, PERC 2007
Scientific paper
10.1063/1.2820949
We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity during tutorials as observable clusters of behaviors separated by sharp transitions, and has argued that these behavioral modes reflect students' epistemological framing of what they are doing, i.e., their sense of what is taking place with respect to knowledge. We analyze students' verbal reasoning during several tutorial sessions using the framework of Russ, and find a strong correlation between certain behavioral modes and the scientific quality of students' explanations. We suggest that this is due to a dynamic coupling of how students behave, how they frame an activity, and how they reason during that activity. This analysis supports the earlier claims of a dynamic between behavior and epistemology. We discuss implications for research and instruction.
Conlin Luke D.
Gupta Ayush
Hammer David
Scherr Rachel E.
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