Shifting college students’ epistemological framing using hypothetical debate problems

Developing expertise in physics problem solving requires the ability to use mathematics effectively in physical scenarios. Novices and experts often perceive the use of mathematics in physics differently. Students’ perceptions and how they frame the use of mathematics in physics play an important role in their physics problem solving. In this study, we examined students’ epistemological framing about using mathematics in physics in two types of problems: a conventional problem and a hypothetical debate problem. We found that when solving a conventional physics problem, students tended to frame problem solving in physics as rote equation chasing, i.e., plugging quantities into a memorized physics equation. In hypothetical debate problems, students were more likely to be involved in quantitative or qualitative sense making. We conclude that hypothetical debate problems might be used as an instructional tool for engaging students in sense making while using mathematics in physics. Thus, it might be potentially useful for developing more expertlike problem solving expertise.

Figure 1

Standard figure.

Figure 2

Standard figure in the context of another figure.

Figure 3

Example of a conventional problem.

Figure 4

Example of a hypothetical debate problem.

Figure 5

Percentage of time students were involved in each frame.

Figure 6

Equations set up by students in the conventional problem.

Figure 7

Picture drawn by students in the hypothetical debate problem.