Attending to student epistemological framing in a science classroom

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Framing for scientific argumentation (2012, background): “For example, in a study of a college level physics class, Hutchison and Hammer (2010) suggested that Hutchison, as the teacher, ‘‘likely contributed to the shift’’ in how students, as a group, framed the activity, Journal of Research in Science Teaching in part by presenting an idea to the students…”
Implications of Complexity for Research on Learning Progressions (2015, unknown): “…in situ, in elementary and middle school (e.g. Rosenberg, Hammer, & Phelan, 2006; Sikorski, 2012), high school (Elby, 2001; Hammer, 1997), college (Frank & Scherr, 2012; Watkins & Elby, 2013), and teacher development (Hutchison & Hammer, 2010; Watkins, Coffey, Maskiewicz, & Hammer, in press).”
Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction (2012, background): “In contrast, when students understand a task as “making sense of some natural phenomenon,” knowledge may come from any source so long as it “matches what else they believe and understand” (Hutchison & Hammer, 2010, p. 510).”