{
  "annotation_id": "957ca614-7e49-4bc1-81c4-7ce3f457399f",
  "date_created": "2026-03-02T18:00:39.490000Z",
  "date_modified": "2026-03-02T18:00:39.490000Z",
  "file_hash": "8a37cd9b1ac752e5d3a8f20c37140bbda1115657a78d2d784dedaf4d94acf817",
  "private": false,
  "record": {
    "abstract": "A student\u0027s epistemological stance (be it knowledge as memorized information,\nknowledge from authority, or knowledge as invented stuff) may constrain that\nstudent from reasoning in productive ways while also shaping the inferences a\nresearcher can make about how that student reasons about a particular\nphenomenon. We discuss both cases in the context of an individual student\ninterview on charge flow in wires. In the first part of the interview, her\nfocus on memorized knowledge prevents the researcher from learning about her\ndetailed reasoning about current. In the second part of the interview, her\nfocus on constructed knowledge provides the researcher with a picture of her\nreasoning about the physical mechanisms of charge flow.",
    "arxiv_id": "physics/0207077",
    "authors": [
      "Michael C. Wittmann",
      "Rachel E. Scherr"
    ],
    "categories": [
      "physics.ed-ph"
    ],
    "title": "Epistemology mediating conceptual knowledge: Constraints on data   accessible from interviews",
    "url": "https://arxiv.org/abs/physics/0207077"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "cb04b1db-e62e-4fc0-b9ec-2d51e54c0eac",
    "id": "arXiv Dataset IDs",
    "type": "Model",
    "variant": "snapshot-2026-03-01",
    "version": "0.1.0"
  },
  "user_id": 1000002
}