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Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
written by Melanie Good, Emily Marshman, Chandralekha Singh, and Edit Yerushalmi
Different physics problem types, i.e., the same physics scenario posed as a problem in different ways, can emphasize different learning goals for students and can be used in diverse situations to meet various instructional goals. We examined graduate teaching assistants' (TAs') views about broken-into-parts introductory physics problems within the context of a semester-long TA professional development course. The TAs were asked to list the broken-into-parts problem type pros and cons of, rate its instructional benefit and the level of challenge it might produce for their students, and describe when and how often they would use such problems if they had complete control of teaching a class. We find that TAs reported the broken-into-parts problem type to be the most instructionally beneficial of all the problem types and would use a broken-into-parts problem type often and in a variety of ways (e.g., homework assignments, exams, and quizzes). Written explanations and interviews suggest they preferred to use a broken-into-parts problem type more often because of the guidance such problems offer. While providing guidance to students is an appropriate instructional approach, our findings from interviews suggest many TAs may be motivated to assign broken-into-parts problems out of a desire to make the problem-solving process easy and/or less stressful for students, especially because they felt introductory students may not be capable of breaking a problem into sub-problems on their own. The instructional benefits of gradually removing the scaffolding support to help students develop self-reliance in solving problems appeared to be overlooked by most TAs. This lack of awareness or reflection on the important role that removing scaffolding support gradually and providing adequate challenge can play in helping introductory students develop self-reliance and become independent, expert-like problem-solvers has implications for the professional development of TAs.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Problem/Question
- Pedagogy
= Instructional Issues
- Teacher Preparation
= Research
Education - Basic Research
- Assessment
= Methods
- Sample Population
= Instructor: TA
- Teacher Characteristics
= Affect
= Pedagogical Content Knowledge
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
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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.2019.pr.Good
NSF Numbers:
1524575
1806691
Keyword:
PERC 2019
Record Creator:
Metadata instance created January 10, 2020 by Lyle Barbato
Record Updated:
January 10, 2020 by Lyle Barbato
Last Update
when Cataloged:
January 10, 2020
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Record Link
AIP Format
M. Good, E. Marshman, C. Singh, and E. Yerushalmi, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15334&DocID=5247).
AJP/PRST-PER
M. Good, E. Marshman, C. Singh, and E. Yerushalmi, Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15334&DocID=5247>.
APA Format
Good, M., Marshman, E., Singh, C., & Yerushalmi, E. (2019, July 24-25). Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved February 23, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15334&DocID=5247
Chicago Format
Good, M, E. Marshman, C. Singh, and E. Yerushalmi. "Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15334&DocID=5247 (accessed 23 February 2020).
MLA Format
Good, Melanie, Emily Marshman, Chandralekha Singh, and Edit Yerushalmi. "Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving." Physics Education Research Conference 2019. Provo, UT: 2019. of PER Conference. 23 Feb. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15334&DocID=5247>.
BibTeX Export Format
@inproceedings{ Author = "Melanie Good and Emily Marshman and Chandralekha Singh and Edit Yerushalmi", Title = {Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving}, BookTitle = {Physics Education Research Conference 2019}, Address = {Provo, UT}, Series = {PER Conference}, Month = {July 24-25}, Year = {2019} }
Refer Export Format

%A Melanie Good
%A Emily Marshman
%A Chandralekha Singh
%A Edit Yerushalmi
%T Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
%S PER Conference
%D July 24-25 2019
%C Provo, UT
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15334&DocID=5247
%O Physics Education Research Conference 2019
%O July 24-25
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Good, Melanie
%A Marshman, Emily
%A Singh, Chandralekha
%A Yerushalmi, Edit
%D July 24-25 2019
%T Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
%B Physics Education Research Conference 2019
%C Provo, UT
%S PER Conference
%8 July 24-25
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15334&DocID=5247


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Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving:


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