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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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Joshua S. Von Korff, Kansas State University
785-532-1612, vonkorff@phys.ksu.edu
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Co-Author(s):
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Dehui Hu, N. Sanjay Rebello
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Abstract:
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Physics education researchers commonly judge students' behavior as "novice" or "expert" behavior. How do TAs make similar judgments about student problem solving ability? We report on a quantitative and qualitative analysis of focus group interview data from a study of TA discussions. In our study, TAs analyzed student problem solving, by reading transcripts of conversations and trying to anticipate or explain student difficulties. Our study classifies TAs' judgments about student problem solving using the "novice-centered" and "expert-centered" axis. We also consider Tas' justifications for their claims, and other features of their discussion. We describe the relative frequency of these different ways of speaking, both for individual Tas and in the aggregate.
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Footnotes:
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This work is supported in part by U.S. National Science Foundation grant 0816207.
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