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Abstract Title: Development of an Instrument to Measure Student Assistants’ PCK-Q
Abstract: Student assistants (SA), including graduate and undergraduate teaching/learning assistants, are pivotal to non-traditional physics instruction in large classrooms. Despite the importance and necessity of SAs, little is known about SAs' pedagogical content knowledge (PCK) and its impact on students' learning. We are particularly interested in SA's PCK of questioning (PCK-Q) skills as that may be key to effective SA-student interaction. Our goal is to design and validate a written instrument to measure PCK-Q. Based on video analysis of SA-student interactions in an inquiry-based, introductory physics class, we are developing and validating open-ended questions for this instrument. The questions are tested on SAs, and their answers, in conjunction with analysis of their PCK-Q from video data, are used for question revision and instrument redesign. Once developed, we will use the instrument to study the impact of SAs' PCK-Q on college students' conceptual understanding of physics and critical thinking skills.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.H5

Author/Organizer Information

Primary Contact: Beth Thacker
Texas Tech University
Lubbock, TX 79409
Phone: 8068342996
and Co-Presenter(s)
Jianlan Wang, Stephanie Hart, Kyle Wipfli
all from Texas Tech University