This study examines how joint exploration is established and maintained among students and the teacher in secondary mathematics classrooms. We use the theoretical perspective of positioning to conceptualize joint exploration as involving the negotiation and coordination among participants to position students with epistemic agency and authority.…

It is a widely held view that students' epistemic beliefs influence the way they think and learn in a given context, however, in the science learning context, the relationship between sophisticated epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the…

Research on how epistemic beliefs influence students' learning in different contexts is ambiguous. Given this, we have examined the relationships between students' scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem-solving process and performance of 19…

This article presents a case study that examines the level of integration of mathematical knowledge in physics problem solving among first grade students of upper secondary school. We explore the ways in which two specific students utilize their knowledge and we attempt to identify the epistemological framings they refer to while solving a physics…

The present study investigated the underlying reasons for difficulties faced by students when they applied the concept of inertia across varying contexts. The participants of the study included five high school students. Data obtained from interviews were interpreted from the perspectives of the coordination class and epistemological framing…

This paper refers to the concept of semiotic and theoretic control describing resources to conduct decisions in epistemic processes. We consider an argumentation process from a complex problem-solving activity involving different conceptual frames related to parabolas. Using a micro-analytical interpretative lens, we will show that, in order to…

How does learning about scientists' struggles during their scientific knowledge building affect students' science learning? Two hundred and seventy-one high school students were randomly assigned to 1 of 3 conditions: (a) the struggle-oriented background information (n = 90) condition, which presented students with stories about 3 scientists'…

This paper reports a cross-grade comparative study of Chinese precollege students' epistemological beliefs about physics by using the Colorado Learning Attitudes Survey about Sciences (CLASS). Our students of interest are middle and high schoolers taking traditional lecture-based physics as a mandatory science course each year from the 8th grade…

This research provides an analysis of the relationship between a student's beliefs and mathematical behaviors over a seventeen-year period. Romina, the student of focus in this case study, was among the original participants in a longitudinal study which explored how students build mathematical ideas when working collaboratively on problem-solving…