Teaching Assistants' Beliefs regarding Example Solutions in Introductory Physics

Autor/inn/en	Lin, Shih-Yin; Henderson, Charles; Mamudi, William; Singh, Chandralekha; Yerushalmi, Edit
Titel	Teaching Assistants' Beliefs regarding Example Solutions in Introductory Physics
Quelle	In: Physical Review Special Topics - Physics Education Research, 9 (2013) 1, S.010120-1 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.9.010120
Schlagwörter	Physics; Teaching Methods; Problem Solving; Teaching Assistants; Attitude Measures; Science Instruction; College Science; Graduate Students; Student Attitudes; Cognitive Processes; Pennsylvania + Suchen Sie Ihr Suchwort? Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Cognitive process; Kognitiver Prozess
Abstract	As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding the use of example solutions in introductory physics. In particular, we examine how the goal of promoting expert-like problem solving is manifested in the considerations of graduate TAs' choices of example solutions. Twenty-four first-year graduate TAs were asked to discuss their goals for presenting example solutions to students. They were also provided with different example solutions and asked to discuss their preferences for prominent solution features. TAs' awareness, preferences, and actual practices related to solution features were examined in light of recommendations from the literature for the modeling of expert-like problem-solving approaches. The study concludes that the goal of helping students develop an expert-like problem-solving approach underlies many TAs' considerations for the use of example solutions. TAs, however, do not notice and do not use many features described in the research literature as supportive of this goal. A possible explanation for this gap between their belief and practices is that these features conflict with another powerful set of values concerned with keeping students engaged, setting adequate standards, as well as pragmatic considerations such as time requirements and the assignment of grades. (Contains 4 tables and 13 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10