Conference PaperSupporting Framing Agency with the Wrong Theory Protocol in a Youth Radio CampWilson-Fetrow, Madalyn; Svihla, Vanessa; Hsi, SherrySTEM instruction commonly constrains learners’ agency as a means to focus attention to specific content. One consequence of this is much more research has investigated problem solving, rather than problem framing. This study investigated how learners negotiate framing agency—that is, making decisions about how to frame a design problem. Set in the context of a coding camp, learners worked with micro:bits and paper template my:Talkies to pose a community problem that could be solved via radio systems. Noticing their fixation, we guided learners through an ideation technique that prompts them to generate humiliating, harmful ideas before generating beneficial ideas, which resulted in divergent designs. Interaction and discourse analysis of video recordings highlights how learners (re)framed.ISLS2023-10-0310495170Proceedings of the International Conference of the Learning Sciences1006 to 1009https://doi.org/10.22318/icls2023.3236211751369National Science Foundation