Table 2 Codes and themes emergent from GTAs’ excerpts of error framing statements
Theme | Code | Definition | Example quote | Frequency (N = 16) |
|---|---|---|---|---|
Error indication | Explicit | Directly comment that the answer is incorrect using words such as “incorrect” and “misconception” | “That is a very good point but it’s not entirely correct. It’s a very common misconception that students in this class would have.” | 7 |
Implicit | Avoid a direct comment that the answer is incorrect | “So I think that’s where some people might get tripped up where you think if it lights up then it must be ionic just because the ionic ones all seem to light up, so we can’t interchange those two things.” | 9 | |
Framing | Natural | Frame errors as natural or common | “So that's kind of like what’s inside of our intuition, right? We see something that is moving upwards and we naturally are going to think that there’s a force acting onto it. But like Maria said, there is also another force, that gravity force that is acting on it.” | 9 |
Beneficial | Frame errors as useful for learning | “Like I said before, this is to help you kind of get through those things that we don’t necessarily mind if it is a right or wrong answer, as long as you do learn at the end of it.” | 3 | |
Positive acknowledgement | Use positive words to acknowledge student contribution without elaborating on why the contribution is valuable | “I am glad you brought that up because it actually behaves like one but technically isn’t one.” | 4 |