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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
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.
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.
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