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Research shows that expert-like approaches to problem-solving can be promoted by encouraging students to explicate their thought processes and follow a prescribed problem-solving strategy. Since grading communicates instructors'…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
Students' attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated…
At large research universities in the USA, introductory physics labs are often run by graduate student teaching assistants (TAs). Thus, efforts to reform introductory labs should address the need for effective and relevant TA professional…
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'…
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,…
Identifying the relevant physics principles is a central component of problem solving. A major goal of most introductory physics courses is to help students discern the deep similarities between problems based upon the physics principles so…
The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems.…
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…
Instruction is unlikely to be effective if instructors do not know the common alternate conceptions of introductory physics students and explicitly take into account common student difficulties in their instructional design. Here, we…