  Many studies have investigated students' epistemological framing when solving
physics problems. Framing supports students' problem solving as they decide
what knowledge to employ and the necessary steps to solve the problem. Students
may frame the same problem differently and take alternate paths to a correct
solution. When students work in group settings, they share and discuss their
framing to decide how to proceed in problem solving as a whole group. In this
study, we investigate how groups of students negotiate their framing and frame
shifts in group problem solving.
