Adapting a concept of framing to understand how students learn in problem-centered group learning in flipped engineering classrooms

A concept of framing is adapted for analyzing how students learn in problem-centered group learning. Students´ contributions to discourse are analyzed and associated with their conceptual understanding and growth. Characteristics indicating conceptual understanding, along with factors influencing classroom interactions for conceptual growth are reported. Resources that support designing and conducting learning activities in “flipped classrooms” are discussed.