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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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6:00PM - 6:45PM
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Author:
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William Mamudi, Western Michigan University
2692670712 , william.o.mamudi@wmich.edu
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Co-Author(s):
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Charles Henderson, Shih-Yin Lin, Chandralekha Singh, Edit Yerushalmi
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Abstract:
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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.
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Footnotes:
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None
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