Document Type
Article
Journal/Book Title/Conference
Science Education
Volume
96
Issue
4
Editor
Gregory Kelly
Publisher
Taylor & Francis
Publication Date
2012
First Page
572
Last Page
599
Abstract
Researchers in the science education community make extensive use of cognitive clinical interviews as windows into student knowledge and thinking. Despite our familiarity with the interviews, there has been very limited research addressing the ways that students understand these interactions. In this work we examine students’ behaviors and speech patterns in a set of clinical interviews about chemistry for evidence of their tacit understandings and underlying expectations about the activity in which they are engaged. We draw on the construct of framing from anthropology and sociolinguistics and identify clusters of behaviors that indicate that students may alternatively frame the interview as Inquiry, an Oral Examination, or an Expert Interview. We present two examples of students shifting between frames during the course of individual interviews. By examining the surrounding interaction we identify both conceptual and epistemological interviewer cues that facilitate and constrain frame shifts. We discuss the implications of dynamic student framing, that is identifiable in student behaviors and discourse, for researchers who use clinical interviews to map student’s intuitive science knowledge.
Recommended Citation
Russ, R. S., Lee, V. R., & Sherin, B. L. (2012). Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction. Science Education, 96(4), 537-599. doi: DOI: 10.1002/sce.21014
Included in
Cognitive Psychology Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons
