PERC 2019 Abstract Detail Page
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| Abstract Title: | Student perspective of GTA strategies to reduce feelings of anxiousness with cold-calling |
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| Abstract: | We investigated student perceptions of cold-calling on their feelings of anxiousness and how graduate teaching assistants (GTAs) alleviated these feelings when students shared their ideas publicly in the context of tutorial and laboratory sessions. Physics and chemistry GTAs who led active learning tutorials and labs practiced cold-calling paired with normalizing error (error framing) with avatar-students in a mixed-reality simulator at the beginning of the semester. Then, we observed the GTAs teaching real students in their actual classroom. We recruited thirteen students from sections led by GTAs who were observed to use cold-calling in their classroom to participate in semi-structured interviews. Several students reported that cold-calling increased their feelings of anxiousness. However, students also reported that GTAs used strategies paired with cold-calling that reduced their feelings of anxiousness, such as acknowledging student responses as valuable and remembering student names. We discuss implications for professional development on active learning strategies. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C30 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Constance M. Doty University of Central Florida, Department of Physics 4111 Libra Drive Orlando, FL 32816 |
| Co-Author(s) and Co-Presenter(s) |
Ashley A. Geraets, University of Central Florida, Department of Chemistry Tong Wan, University of Central Florida, Department of Physics Erin K. H. Saitta, University of Central Florida, Department of Chemistry Jacquelyn J. Chini, University of Central Florida, Department of Physics |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
