Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7610
Title: Students’ Epistemological and Positional Framing in Uncertain Situations During a Collaborative Design Activity
Authors: Kaur, Navneet
Dasgupta, Chandan
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Kaur, N. & Dasgupta, C. (2021). Students’ Epistemological and Positional Framing in Uncertain Situations During a Collaborative Design Activity. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 899-900). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This study examines students' epistemological and positional framing when they collaboratively resolve uncertainties in a problem-solving process. We qualitatively analyzed three teams' discourse from the sixth standard classroom based on their behaviors in uncertain situations during design activity. We identified four types of students' epistemological framing and three types of positional framing in our data.
URI: https://doi.dx.org/10.22318/icls2021.899
https://repository.isls.org//handle/1/7610
Appears in Collections:ISLS Annual Meeting 2021

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