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Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow

Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow

This research study, presented at the 2002 Physics Education Research Conference, discusses how a student's guiding epistemological mode (be it knowledge as memorized information, knowledge from authority, or knowledge as fabricated stuff) may constrain that student from reasoning in productive ways while also shaping the inferences a researcher can make about how that student reasons about a particular phenomenon. The authors discuss both cases in the context of an individual student interview on charge flow in wires.
Keywords:
stem education, workforce development, technician training, advanced technological education
Disciplines:
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More about this material

Material Type:
Reference Material
Date Added to MERLOT:
July 18, 2016
Date Modified in MERLOT:
July 18, 2016
Author:
Submitter:
Barbra Bied Sperling
Hispanic Serving Institution
Primary Audience:
College General Ed, College Lower Division, College Upper Division, Graduate School, Professional
Technical Format:
Word doc
Mobile Compatibility:
Not specified at this time
Language:
English
Cost Involved:
No
Source Code Available:
No
Creative Commons:
No

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