Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2881
Title: Incorporating Affect in an Engineering Student's Epistemological Dynamics
Authors: Danielak, Brian A.
Gupta, Ayush
Elby, Andrew
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Danielak, B. A., Gupta, A., & Elby, A. (2010). Incorporating Affect in an Engineering Student's Epistemological Dynamics. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 411-412). Chicago IL: International Society of the Learning Sciences.
Abstract: Research has linked a student's affect to her epistemology (Boaler & Greeno, 2000), but those constructs often apply broadly to a discipline and/or classroom culture. Independently, an emerging line of research shows that a student in a given classroom and discipline can shift between multiple locally coherent epistemological stances (Hammer, Elby, Scherr, & Redish, 2005). Our case study of Judy, an undergraduate engineering major, begins our long-term effort at uniting these two bodies of literature.
URI: https://doi.dx.org/10.22318/icls2010.2.411
https://repository.isls.org//handle/1/2881
Appears in Collections:ICLS 2010

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