Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/1165
Title: Advancing Epistemological Frame Analysis to Refine Our Understanding of Inquiry Frames in Early Elementary Interviews
Authors: Andrade-Lotero, Alejandro
Danish, Joshua A.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Andrade-Lotero, A. & Danish, J. A. (2014). Advancing Epistemological Frame Analysis to Refine Our Understanding of Inquiry Frames in Early Elementary Interviews. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1637-1638.
Abstract: The present study contributes to our understanding, and the methods for measuring, students' epistemological framing in the context of thirty first- and second-graders learning about complex systems. Our goal was to automate the process of identifying frames by coding behaviors and then determining whether they cluster around specific researcher identified frames. We developed a dual-layered coding scheme of the video recordings from semi- structured interviews and a Bayesian model to provide validity warrants to our analyses.
URI: https://doi.dx.org/10.22318/icls2014.1637
https://repository.isls.org/handle/1/1165
Appears in Collections:ICLS 2014

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