Related papers: Grading Practices and Considerations of Graduate S…
Teaching assistants (TAs) are often responsible for grading student solutions. Since grading communicates instructors' expectations, TAs' grading decisions play a crucial role in forming students' approaches to problem solving (PS) in…
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicating the problem solving process on students can help them…
Explication and reflection on expert vs. novice considerations within the problem-solving process characterize a cognitive apprenticeship approach for the development of expert-like problem solving practices. In the context of grading, a…
Grading can shape students' learning and encourage use of effective problem solving practices. Teaching assistants (TAs) are often responsible for grading student solutions and providing feedback, thus, their perceptions of grading may…
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students' approaches to problem solving and learning. Physics education research…
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 ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior…
In order to study graduate teaching assistants (TAs) beliefs and values about the design of instructor problem solutions, twenty-four TAs were provided with different solutions and asked to discuss their preferences for prominent solution…
We describe how graduate students categorize introductory mechanics problems based on the similarity of their solutions. Graduate students were asked at the end of a teaching assistant training class to categorize problems from their own…
Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the…
Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an Attitudes and Approaches to Problem Solving survey by expanding…
Developing expert-like problem-solving skills is a central goal of undergraduate physics education. In this study, we investigate the impact of teaching explicit problem-solving frameworks, combined with deliberate practice, on students'…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
Problem solving is an integral part of any physics curriculum, and most physics instructors would likely agree that the associated learner competencies are best assessed by considering the solution path: not only the final solution matters,…
Teaching assistants (TAs) are heavily used in computer science courses as a way to handle high enrollment and still being able to offer students individual tutoring and detailed assessments. TAs are themselves students who take on this…
Physics education research has consistently shown that students have higher learning outcomes when enrolled in interactive-engagement courses. Consequently, many schools are actively reforming their introductory curricula. For courses where…
The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi,…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement…
For the last four years, the School of Physics at Georgia Tech have been preparing new Graduate Teaching Assistants (GTAs) through a program that integrates pedagogy, physics content, and professional development strategies. Here we discuss…