Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Framing Effects03:26

Framing Effects

7.7K
Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in...
7.7K
Frames: Problem Solving II01:26

Frames: Problem Solving II

433
Consider a hydraulic hoist supporting a load of 1 kN. Assuming a simplified schematic representation of this frame structure, the force acting on BD and BF members can be determined.
433
Frames: Problem Solving I01:24

Frames: Problem Solving I

843
Consider a jib crane with an external load suspended from the pulley. The dimensions of the crane members are shown in the figure. A systematic analysis of the frame structure is required to determine the reaction forces at the pin joints, assuming that the pulleys are frictionless.
843
Frames01:30

Frames

762
Frames are essential components of various mechanical and structural systems used daily. These structures are known for their stability and ability to bear heavy loads. A frame is constructed using two-force and multi-force members, interconnected using pin joints. In contrast, trusses are made entirely of two-force members.
Frames are versatile and widely used in various applications such as structural supports for beams and columns, automobile chassis construction, and in the construction...
762
Reason and Intuition01:37

Reason and Intuition

7.3K
The human brain processes information for decision-making using one of two routes: an intuitive system and a rational system (Epstein, 1994; popularized by Kahneman, 2011 as System 1 and System 2, respectively). The intuitive system is quick, impulsive, and operates with minimal effort, relying on emotions or habits to provide cues for what to do next, while the rational system is logical, analytical, deliberate, and methodical. Research in neuropsychology suggests that the...
7.3K
Actor-Observer Effect01:23

Actor-Observer Effect

201
The actor-observer effect, a cognitive bias closely linked to the fundamental attribution error, refers to the tendency for individuals to attribute their behavior to external, situational factors while explaining others’ behavior in terms of internal, dispositional traits. This asymmetry in attribution significantly influences social perception and judgment.Cognitive Mechanisms Behind the EffectTwo primary psychological mechanisms contribute to the actor-observer effect: differences in...
201

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Positive microbiology: addressing students' knowledge gaps regarding the benefits of microorganisms.

Journal of microbiology & biology education·2025
Same author

Calling for Equity-focused Quantitative Methodology in Discipline-based Education Research: An Introduction to Latent Class Analysis.

CBE life sciences education·2024
Same author

The Impact of Context on Students' Framing and Reasoning about Fluid Dynamics.

CBE life sciences education·2023
Same author

Modeling in the Classroom: Making Relationships and Systems Visible.

CBE life sciences education·2020
Same author

Contrasting Cases: Students' Experiences in an Active-Learning Biology Classroom.

CBE life sciences education·2019
Same author

Physiology is hard: a replication study of students' perceived learning difficulties.

Advances in physiology education·2019

Related Experiment Video

Updated: Dec 10, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

6.2K

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

Tara Slominski1, Andrew Fugleberg1, Warren M Christensen2

  • 1Department of Biological Science, North Dakota State University, Fargo, ND 58108-6050.

CBE Life Sciences Education
|September 2, 2020
PubMed
Summary

Scientists in different fields approach complex problems differently. Biologists frame fluid dynamics uniquely compared to physicists and engineers, impacting their reasoning and conclusions in science, technology, engineering, and mathematics (STEM) education.

More Related Videos

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
07:36

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

Published on: November 30, 2018

16.2K
Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language
09:27

Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language

Published on: October 13, 2018

10.5K

Related Experiment Videos

Last Updated: Dec 10, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

6.2K
Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
07:36

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

Published on: November 30, 2018

16.2K
Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language
09:27

Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language

Published on: October 13, 2018

10.5K

Area of Science:

  • Interdisciplinary science, technology, engineering, and mathematics (STEM) education.
  • Crosscutting concepts in undergraduate science curricula.

Background:

  • Modern science increasingly requires interdisciplinary approaches, integrating principles from various fields.
  • Undergraduate STEM education faces challenges in fostering coherent, transferable understanding of crosscutting concepts.
  • Disciplinary context can significantly influence how experts reason about shared scientific phenomena.

Purpose of the Study:

  • To investigate how experts from different STEM disciplines frame and reason about a crosscutting concept.
  • To explore the impact of contextual features on expert reasoning in fluid dynamics.
  • To understand potential learning barriers for undergraduate students in interdisciplinary STEM courses.

Main Methods:

  • Utilized framing theory as a theoretical lens.
  • Conducted interviews with faculty (n=10) from biology, physics, and engineering.
  • Employed isomorphic tasks with varied contextual features (e.g., blood vs. water) to assess reasoning about fluid dynamics.

Main Results:

  • Faculty reasoning was internally consistent across prompts within their discipline.
  • Biology experts framed fluid dynamics problems differently than physics and engineering experts.
  • Disciplinary framing led to the activation of different principles and resources, resulting in divergent conclusions.

Conclusions:

  • Disciplinary differences in framing crosscutting concepts can lead to varied reasoning strategies.
  • Undergraduate learners may struggle to develop a unified understanding of crosscutting phenomena due to divergent disciplinary approaches.
  • Curricula should consider how to bridge disciplinary perspectives to enhance student learning in STEM.