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 alternative
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.