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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
and Co-Presenter(s)
Beth Thacker
Kyle Wipfli
Stephanie Hart