PERC 2020 Abstract Detail Page
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| Abstract Title: | Scrutinize SA-student interaction in inquiry-oriented college physics courses |
|---|---|
| Abstract: | Student assistants (SA), which includes graduate and undergraduate teaching/learning assistants, are pivotal to non-traditional physics instruction in large classrooms. Despite its effectiveness, little is known about how SA-student interactions promote students' learning. How should SAs respond to students' questions? What support should SAs provide or refrain? What makes a SA effective or ineffective? We are particularly interested in SAs' questioning skills. We propose a coding scheme to scrutinize SA-student interactions. For analysis, we segment a SA video into vignettes based on different situations SAs encounter and define activities like guiding questions, probing questions, and imparting information. From the pattern of activities, we code a vignette as one of the 6 levels on the hierarchy of students' accountability. The frequency of certain levels in multiple vignettes could suggest a SA's performed knowledge of questioning, which will be compared with SAs' narrated knowledge measured by a written test of their questioning skills. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | 3.E1 |
Author/Organizer Information | |
| Primary Contact: |
Jianlan Wang Texas Tech University Lubbock, TX 79409 |
| Co-Author(s) and Co-Presenter(s) |
Beth Thacker Kyle Wipfli Stephanie Hart |
