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Title: Teacher Noticing and Shifting of Student Epistemic Framing
Authors: Hass, Christopher A F
Ryan, Qing X
Sayre, Eleanor C
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Hass, C. A., Ryan, Q. X., & Sayre, E. C. (2020). Teacher Noticing and Shifting of Student Epistemic Framing. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2335-2336). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Through a case study, we demonstrate that teachers can tacitly notice studentepistemic framing, and that this noticing can prompt instructor action which tips studentframing. Our study is based on video data taken during tutorial sections and oral exams in anupper-division, undergraduate physics course. We analyze one interaction between a studentand the course instructor through the lenses of teacher noticing and epistemic framing.
Appears in Collections:ICLS 2020

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