PERC 2011 Abstract Detail Page
|Abstract Title:||Teaching assistants' interactions with their students: Exploring changes in teaching methods through conversational shifts.|
|Abstract:||Teaching assistants (TAs) use multiple conversational methods when interacting with their students, yet they often do not choose the most appropriate methods to help students construct their knowledge of physics. TAs can affect learning in ways that professors cannot, as they typically get more one-on-one time in multiple settings, but they are not making the best use of their opportunities to help students. The goal of this study is to analyze emergent patterns in the interactions when conversation between TA and students shifts from more constructive methods to less constructive methods, and vice versa. We explore the circumstances that trigger these shifts in the conversation and how TAs' conversational methods change with these shifts. We will present preliminary data from the studio laboratory sections of the Matter and Interactions introductory mechanics course showing the patterns that emerge for different TAs.|
|Abstract Type:||Contributed Poster
Meghan J. Westlander
North Carolina State University
2401 Stinson Dr.
Raleigh, NC 27695