Exploring Epistemic Messages in a Calculus-based Intro-Physics Classroom

Prior Physics Education Research (PER) literature has explored student conceptions of "Math" and "Physics" in courses and disciplines, as well as the conceptions of disciplinary experts. We seek to explore how students and instructors think about what "Math" is and what "Physics" is, and how those ideas come together when talking about and doing math/physics tasks in a Calculus-based Introductory course. Electronic field notes were captured in each instructional class period throughout the semester. Field notes document instances where students and the instructor mentioned disciplines in general and the use of each discipline in the context of this course or other courses. Field notes also document any emergent features of student-student and student-instructor discourse and actions. Preliminary analysis of field notes attending to epistemic messages reveals some distinctions between students and the instructor regarding math and physics conceptions and work procedures. Semi-structured one-on-one student interviews were conducted to explore which epistemic messages students retained.