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Students' beliefs about knowledge and learning in a domain may have a significant effect on how they approach the material and on what they learn. This article describes a study of such epistemological beliefs in the context of an introductory physics course. I interviewed 6 students, meeting several times with each over one semester. The interviews involved a variety of conversations and tasks closely tied to the course. Through the development and use of an analytic framework, it was possible to characterize subjects' beliefs. The framework consisted of three dimensions:
David Hammer (Wed,) studied this question.