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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