PERC 2022 Abstract Detail Page
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| Abstract Title: | Investigating Interactions Between Students and TAs/LAs in a Reform-Based Introductory Physics Laboratory |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Engaging in the scientific process through laboratory experiments is a significant component of learning physics. The Introductory Physics for Life Science (IPLS) laboratories at the University of Utah are facilitated by a team of teaching assistants (TAs) and learning assistants (LAs), who are responsible for providing resources and support for the students to perform the experiments that they design. The frequency of interactions between students and TAs/LAs has important effects on the engagement of students in the lab and performance on lab tests (Stang and Roll, 2014). We use a qualitative research study to explore how TAs/LAs interact with students to support laboratory engagement, and the varied amount of interactions that TAs/LAs have with students. Several sections of the laboratory were recorded and moments where students interacted with TAs/LAs were analyzed to describe how student-TA/LA interactions facilitate engagement with science. |
| Session Time: | Poster Session 2 |
| Poster Number: | II-79 |
Author/Organizer Information | |
| Primary Contact: |
Benjamin Searle University of Utah Magna, UT 84044 Phone: 385-831-0479 |
| Co-Author(s) and Co-Presenter(s) |
Adrian Adams (They/He), University of Utah Lauren Barth-Cohen (She/Her), University of Utah Michelle Cao, University of Utah Jordan Gerton (He/Him), University of Utah Claudia De Grandi (She/Her), University of Utah Jason May, West Virginia University |
