  Implementation of cognitive apprenticeship in an introductory physics lab
group problem solving exercise may be mitigated by epistemic views toward
physics of non-physics science majors. Quantitative pre-post data of the Force
Concept Inventory (FCI) and Colorado Learning Attitudes About Science Survey
(CLASS) of 39 students of a first-semester algebra-based introductory physics
course, while describing typical results for a traditional-format course
overall (g = +0.14), suggest differences in epistemic views between health
science majors and life science majors which may correlate with differences in
pre-post conceptual understanding. Audiovisual data of student lab groups
working on a context-rich problem and students' written reflections described
each group's typical dynamics and invoked epistemic games. We examined the
effects of framework-based orientation (favored by biology majors) and
performance-based orientation (favored by computer science, chemistry, and
health science majors) on pre-post attitude survey performance. We also
investigated possible correlations of these orientations with individual
quantitative survey results, and with qualitative audiovisual data of lab
groups' choice of epistemic games.
