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Abstract Title: Teaching Assistants’ Reasons for the Design of Problem Solutions for Introductory Physics: Rationale and Methodology
Abstract: As part of a larger study to understand how instructors make teaching decisions, we investigated how graduate teaching assistants (TAs) perceive features of written problem solutions. TAs are an important population to understand; they often provide significant instruction and they also represent the pool of future physics faculty. This talk will focus on the methodology used to study TAs enrolled in a training course. Data were collected via a series of tasks related to concrete instructional artifacts (solutions to the same physics problem that vary in their representation of expert problem solving as well as in their instructional approach). Important aspects of the design were a) using artifacts from a previous study of faculty to allow for comparison of results, b) developing a written questionnaire that requires respondents to explicitly connect problem features with preferences and reasons, and c) documenting respondent ideas both pre- and post-discussion within their training course.
Abstract Type: Contributed Poster

Contributed Poster

Contributed Poster: Download the Contributed Poster

Author/Organizer Information

Primary Contact: William Mamudi
Western Michigan University
3225 Wood Hall
Kalamazoo, MI 49008-5444
Phone: 2692670712
Co-Author(s)
and Co-Presenter(s)
Charles Henderson - Western Michigan University, USA
Shih-Yin Lin - University of Pittsburgh, USA
Chandralekha Singh - University of Pittsburgh, USA
Edit Yerushalmi - Weizmann Institute of Science, Israel