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Abstract Title: Understanding LA sensemaking: using “teacher hat” to prompt changes in discussion frame
Abstract: The physics department at Texas State University has implemented a Learning Assistant (LA) program with research-based curricula (Tutorials in Introductory Physics) in introductory course sequences. We have been analyzing video data of LA Preparation sessions taken over the past three years in order to characterize LA interactions. We sought to understand the sensemaking LAs went through and how they developed their own content understanding. We noticed LAs make attempts to dive deeper into the tutorials to reconcile their current understanding of the concepts by proposing questions to their groups in ways that appear to aid in shifting from a brainstorming frame to a sensemaking frame. Transitions between taking a learner perspective ("student hat") and a facilitator perspective ("teacher hat") on questions about physics content can help LAs persuade their group members to shift into the sensemaking frame.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.B4

Author/Organizer Information

Primary Contact: Austin McCauley
Texas State University
San Marcos, TX 78666
Phone: 8324587798
and Co-Presenter(s)
Marshall Adkins - East Carolina University
Steven F. Wolf - East Carolina University
Eleanor W. Close - Texas State University