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Graduate teaching assistants’ perceptions of a context-rich introductory physics problem
written by Melanie Good, Emily Marshman, Edit Yerushalmi, and Chandralekha Singh
Posing the same physics problem scenario in different ways can emphasize learning goals for students, such as developing expert-like problem-solving approaches. In this investigation, we examined graduate teaching assistants' (TAs') views about a context-rich introductory physics problem within a semester-long TA professional development course. The TAs were asked to list the pros and cons of a context-rich problem, rank the problem in terms of its instructional benefit and the level of challenge it might produce for their students, and describe when and how often they would use it in their own classes if they had complete control of teaching the class. We find that TAs did not find the context-rich problem to be instructionally beneficial and were unlikely to use it in their own courses. Many TAs expressed their concerns as being due to the problem seeming to be unclear or excessively challenging and time-consuming for their students. These findings suggest that there is a discrepancy between the TAs' perception of a context-rich problem and the benefits of problems posed in this manner according to the physics education research literature.
Physics Education Research Conference 2017
Part of the PER Conference series
Cincinnati, OH: July 26-27, 2017
Pages 144-147
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Problem/Question
Education - Basic Research
- Problem Solving
= Expert-Novice Comparisons
- Sample Population
= Instructor: TA
- Teacher Characteristics
= Affect
- Graduate/Professional
- Professional Development
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2017.pr.031
NSF Number:
1524575
Keyword:
PERC 2017
Record Creator:
Metadata instance created February 26, 2018 by Lyle Barbato
Record Updated:
February 28, 2018 by Lyle Barbato
Last Update
when Cataloged:
March 1, 2018
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Record Link
AIP Format
M. Good, E. Marshman, E. Yerushalmi, and C. Singh, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14591&DocID=4768).
AJP/PRST-PER
M. Good, E. Marshman, E. Yerushalmi, and C. Singh, Graduate teaching assistants’ perceptions of a context-rich introductory physics problem, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14591&DocID=4768>.
APA Format
Good, M., Marshman, E., Yerushalmi, E., & Singh, C. (2017, July 26-27). Graduate teaching assistants’ perceptions of a context-rich introductory physics problem. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved November 12, 2019, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14591&DocID=4768
Chicago Format
Good, M, E. Marshman, E. Yerushalmi, and C. Singh. "Graduate teaching assistants’ perceptions of a context-rich introductory physics problem." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14591&DocID=4768 (accessed 12 November 2019).
MLA Format
Good, Melanie, Emily Marshman, Edit Yerushalmi, and Chandralekha Singh. "Graduate teaching assistants’ perceptions of a context-rich introductory physics problem." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 144-147 of PER Conference. 12 Nov. 2019 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14591&DocID=4768>.
BibTeX Export Format
@inproceedings{ Author = "Melanie Good and Emily Marshman and Edit Yerushalmi and Chandralekha Singh", Title = {Graduate teaching assistants’ perceptions of a context-rich introductory physics problem}, BookTitle = {Physics Education Research Conference 2017}, Pages = {144-147}, Address = {Cincinnati, OH}, Series = {PER Conference}, Month = {July 26-27}, Year = {2017} }
Refer Export Format

%A Melanie Good
%A Emily Marshman
%A Edit Yerushalmi
%A Chandralekha Singh
%T Graduate teaching assistants' perceptions of a context-rich introductory physics problem
%S PER Conference
%D July 26-27 2017
%P 144-147
%C Cincinnati, OH
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14591&DocID=4768
%O Physics Education Research Conference 2017
%O July 26-27
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Good, Melanie
%A Marshman, Emily
%A Yerushalmi, Edit
%A Singh, Chandralekha
%D July 26-27 2017
%T Graduate teaching assistants' perceptions of a context-rich introductory physics problem
%B Physics Education Research Conference 2017
%C Cincinnati, OH
%P 144-147
%S PER Conference
%8 July 26-27
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14591&DocID=4768


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