Differentiating epistemic sophistication degrees during the process of solving an electrostatic problem

Abstract:

The present paper presents a case study in which an analysis is carried out on the production of three introductory physics students while solving an electrostatic problem at college level. The objects under study are students' personal epistemologies, which enable them, and everyone, to deal with their own knowledge in different ways when confronted to cognitive activities such as problem solving. The contribution of this paper is theoretical, and is related to the construct of epistemic sophistication. Our analysis provides elements that allow for a grading of sophistication as an indicator of subjects' epistemic expertise. Results are important in their potential value to better understand the epistemic dimension in the learning of Physics.

Keywords:
Physics teaching; Higher education; Personal epistemology; Problem solving; Electrostatics