论文标题
老师注意到学生认知框架
Teacher Noticing and Shifting of Student Epistemic Framing
论文作者
论文摘要
通过一项案例研究，我们证明了教师可以默认注意学生认知框架，并且这种通知可以促使讲师的行动提示学生框架。我们的研究基于在教程部分和口腔考试中在上学，本科物理学课程中获取的视频数据。我们通过注意到和认知框架的镜头分析了学生与课程教练之间的一种互动。
Through a case study, we demonstrate that teachers can tacitly notice student epistemic framing, and that this noticing can prompt instructor action which tips student framing. Our study is based on video data taken during tutorial sections and oral exams in an upper-division, undergraduate physics course. We analyze one interaction between a student and the course instructor through the lenses of teacher noticing and epistemic framing.
