Using Framing as a Lens to Understand Context Effects on Expert Reasoning

Autor/inn/en	Slominski, Tara; Fugleberg, Andrew; Christensen, Warren M.; Buncher, John B.; Momsen, Jennifer L.
Titel	Using Framing as a Lens to Understand Context Effects on Expert Reasoning
Quelle	In: CBE - Life Sciences Education, 19 (2020) 3, Artikel 48 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Expertise; Context Effect; Biology; Physics; Engineering; College Faculty; Scientific Concepts; Mechanics (Physics); Logical Thinking; STEM Education; Undergraduate Students; Prediction; North Dakota + Suchen Sie Ihr Suchwort? Expert appraisal; Biologie; Physik; Maschinenbau; Fakultät; Mechanik; STEM; Vorhersage
Abstract	National calls to transform undergraduate classrooms highlight the increasingly interdisciplinary nature of science, technology, engineering, and mathematics (STEM). As biologists, we use principles from chemistry and physics to make sense of the natural world. One might assume that scientists, regardless of discipline, use similar principles, resources, and reasoning to explain crosscutting phenomena. However, the context of complex natural systems can profoundly impact the knowledge activated. In this study, we used the theoretical lens of framing to explore how experts from different disciplines reasoned about a crosscutting phenomenon. Using interviews conducted with faculty (n = 10) in biology, physics, and engineering, we used isomorphic tasks to explore the impact of item context features (i.e., blood or water) on how faculty framed and reasoned about fluid dynamics, a crosscutting concept. While faculty were internally consistent in their reasoning across prompts, biology experts framed fluid dynamics problems differently than experts in physics and engineering and, as a result, used different principles and resources to reach different conclusions. These results have several implications for undergraduate learners who encounter these cross-disciplinary topics in all of their STEM courses. If each curriculum expects students to develop different reasoning strategies, students may struggle to build a coherent, transferable understanding of crosscutting phenomena. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01