PERC 2019 Abstract Detail Page
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| Abstract Title: | Graduate teaching assistants' views of broken-into-parts physics problems |
|---|---|
| Abstract: | In this investigation, we examined TAs' views about introductory physics problem "types", i.e., different ways of posing the same underlying physics problem, within the context of a semester-long TA professional development course. Here, we focus on TAs' views about two broken-into-parts problems. TAs reported that they found broken-into-parts problems to be the most instructionally beneficial out of all the problem types and would use a broken-into-parts problem often and in a variety of ways stating the guidance such problems offer as a major pro. The instructional benefits of gradually removing the scaffolding support to help students develop self-reliance in solving problems appeared to be overlooked by most TAs. In particular, most TAs did not mention a long-term goal of helping students acquire more independence in problem-solving in written responses or in interviews. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C28 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Melanie Good University of Pittsburgh |
| Co-Author(s) and Co-Presenter(s) |
Chandralekha Singh, University of Pittsburgh Emily Marshman, University of Pittsburgh Edit Yerushalmi, Weizmann Institute of Science |
