Student and instructor framing in upper-division physics

Abstract

Upper-division physics students spend much of their time solving problems. In addition to their basic skills and background, their epistemic framing can form an important part of their ability to learn physics from these problems. Encouraging students to move toward productive framing may help them solve problems. Thus, an instructor should understand the specifics of how students have framed a problem and understand how her interaction with the students will impact that framing. In this study, we investigate epistemic framing of students in problem solving situations where math is applied to physics. To analyze the frames and changes in frames, we develop and use a two axis framework involving conceptual and algorithmic physics and math. We examine student and instructor framing and the interactions of these frames over a range of problems in an upper-division electromagnetic field course. Within interactions, students and instructors generally follow each others' leads in framing.