Einladung zum

Berlin – Brandenburgischen Colloquium

zur Fachdidaktik Physik

 
Abstact
I will use video examples of learners' thinking in science (mostly physics) to discuss "epistemological framing" - forming a sense of what's going on with respect to knowledge - and how it students' and teachers' framings of what they are doing adds (further!) complexity to classroom dynamics. I will discuss implications of this work for instruction, teacher preparation, and research, including, as time permits, some of our current projects at Tufts.