Material Detail

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.

Quality

  • User Rating
  • Comments
  • Learning Exercises
  • Bookmark Collections
  • Course ePortfolios
  • Accessibility Info

More about this material

Comments

Log in to participate in the discussions or sign up if you are not already a MERLOT member.