Epistemic Messages Shared 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. We present some epistemic messages shared by the instructor in the classroom, and how students responded to them in class and reflected on them in one-on-one interviews. Interviews and field notes illustrate how students process epistemic messages and articulate their conceptions of "Math" and "Physics."