Research
Theoretically, my work primarily utilizes a Knowledge Analysis (KA) approach (diSessa, Sherin, & Levin, 2015), in that I view and approach learning as a conceptual change process where learners refine and reorganize various knowledge elements based on contextual factors. Early on, learners develop intuitive principles, organized initially as small, separate knowledge elements, which build connections to other knowledge elements and learning contexts via formal and informal education.
Methodologically, I primarily utilize microanalytic and microgenetic approaches to qualitatively investigate student learning at short timescales. Microanalytic studies focus on how students engage in real-time thinking at short timescales (minutes to hours), while microgenetic studies focus on how students knowledge systems change over slightly longer timescales (hours to days). Recently, I have worked on several tangential projects, all focused on students engaging in a novel, open-ended introductory physics lab course, IPL2S. Some relevant projects are described below. |
Student Engagement with Experimental Data in Physics Lab Settings
How do students in open-ended, inquiry-based introductory physics laboratory courses engage with experimental data while making decisions regarding experimental questions, methods, and results?
Check out related papers, talks, and presentations for this project here. |
Dynamic Framing of Epistemic Agency
How do students individually and collectively develop, navigate, and maintain situated frames of their enactment of experimental agency in open-ended undergraduate physics laboratory settings that emphasize students' experimental agency?
Check out related papers, talks, and presentations for this project here. |
Students' Generation of Graphical Representations
What productive strategies do students use to create graphical representations of student-collected experimental data in open-ended physics laboratory settings?
Check out related papers, talks, and presentations for this project here. |