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Abstract Title: Impact of changing physical learning space on GTA and student behaviors
Abstract: We investigated how changing the physical classroom impacted graduate teaching assistant (GTA) and student behaviors in the recitation sections of an introductory algebra-based physics sequence. Using a modified version of the Laboratory Observation Protocol for Undergraduate STEM (LOPUS), we conducted 35 observations over two semesters for seven GTAs who taught in different styles of classrooms (i.e., active learning classrooms and traditional classrooms). We found that both GTAs and students changed behaviors in response to a change from an active learning classroom to a traditional classroom. GTAs were found to be less interactive with student groups and to lecture at the whiteboard more frequently. Correspondingly, student engagement appeared to decrease as students asked fewer questions during one-on-one interactions. We suggest administrators and departments consider the impact of changing to a traditional classroom when implementing student-centered instruction and emphasize how to use classroom space in GTA professional development.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.E1
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Constance M. Doty
Department of Physics, University of Central Florida
Orlando, FL
and Co-Presenter(s)
Tong Wan (Department of Physics, University of Central Florida), Ashley A. Geraets (Department of Chemistry, University of Central Florida), Christopher A. Nix (Department of Chemistry, University of Central Florida), Erin K. H. Saitta (Department of Chemistry, University of Central Florida) and Jacquelyn J. Chini (Department of Physics, University of Central Florida)