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Understanding students' difficulties in terms of coupled epistemological and affective dynamics
- Publication Year :
- 2010
-
Abstract
- An established body of literature shows that a student's affect can be linked to her epistemological stance [1]. In this literature, the epistemology is generally taken as a belief or stance toward a discipline, and the affective stance applies broadly to a discipline or classroom culture. A second, emerging line of research, however, shows that a student in a given discipline can shift between multiple locally coherent epistemological stances [2]. To begin uniting these two bodies of literature, toward the long-term goal of incorporating affect into fine-grained models of in-the-moment cognitive dynamics, we present a case study of "Judy", an undergraduate engineering major. We argue that a fine-grained aspect of Judy's affect, her annoyance at a particular kind of homework problem, stabilizes a context-dependent epistemological stance she displays, about an unbridgeable gulf she perceives to exist between real and ideal circuits.<br />Comment: 6-page, ASEE/IEEE 2010 Frontiers in Education Conference Proceedings, In Review.
- Subjects :
- Physics - Physics Education
Subjects
Details
- Database :
- arXiv
- Publication Type :
- Report
- Accession number :
- edsarx.1003.4238
- Document Type :
- Working Paper
- Full Text :
- https://doi.org/10.1109/FIE.2010.5673256