Recurring questions that sustain the sensemaking frame
Abstract
Many physics instructors aim to support student sensemaking in their classrooms. However, this can be challenging since instances of sensemaking tend to be short-lived, with students often defaulting to approaches based on answer-making or rote mathematical manipulation. In this study, we present evidence that specific recurring questions can serve a key role in the sensemaking process. Using a case-study of two students discussing an E&M...
Paper Details
Title
Recurring questions that sustain the sensemaking frame
Published Date
Jul 9, 2018
Journal
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