Type:

Other

Description:

This research study, presented at the 2002 Physics Education Research Conference, discusses how a student's guiding epistemological mode (be it knowledge as memorized information, knowledge from authority, or knowledge as fabricated stuff) may constrain that student from reasoning in productive ways while also shaping the inferences a researcher can make about how that student reasons about a particular phenomenon. The authors discuss both cases in the context of an individual student interview on charge flow in wires.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

epistemology,Undergraduate (Lower Division),Higher Education,NSDL,PERC 2002,student assessment,student characteristics,Social Sciences,Research Design & Methodology,High School,NSDL_SetSpec_439869,Cognition,Education Foundations,Life Science,Education,Physics,reasoning,Graduate/Professional,oai:nsdl.org:2200/20061213013356807T

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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