![]() The identified epistemological resources fell into two categories: epistemic actions that influenced what actions students took, and epistemic beliefs that students used to interpret data and make decisions. ![]() Two epistemic games were identified: using patterns to make sense of qualitative or quantitative data, and using trends to make sense of quantitative data. Interviews were subsequently transcribed and coded to capture the epistemic games students used to interact with data and the epistemological resources students employed to make decisions and interpret the data. Students interacted with data they brought from the lab course and scenarios designed to mimic lab data. Six undergraduate students enrolled in the first semester Introductory Physics for the Life Science lab course at the University of Utah participated in multiple semi structured teaching interviews. This thesis uses the frameworks of epistemological resources and epistemic games to analyze what knowledge resources students use and how students interact with data when sensemaking about anomalous data. Thus, it is currently unknown how students sensemake about anomalous data in lab settings. ![]() Studies that engage students with anomalous data often use vignettes or reflective surveys, which is not as realistic as the sensemaking scientists do in research labs. However, it is less specifically addressed in science education compared to other skills like modeling and argumentation. Working with anomalous data is a key skill in professional science across disciplines. In lab settings such as inquiry-based labs, students have more opportunities to generate and sensemake with messy data. Science education has recognized the importance of student agency in laboratory courses, and curriculum is shifting in response.
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