TA-designed vs. research-oriented problem solutions

Shih Yin Lin, Chandralekha Singh, William Mamudi, Charles Henderson, Edit Yerushalmi

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Citations (Scopus)

Abstract

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 features. TAs preferences for solution features were examined in light of the modeling of expert-like problem solving process as recommended in the literature. Results suggest that while many of the features TAs valued align with expert-like problem solving approaches, they noticed primarily "surface features" of solutions. Moreover, self-reported preferences did not match well with the solutions TAs wrote on their own.

Original languageEnglish
Title of host publication2011 Physics Education Research Conference
Pages255-258
Number of pages4
DOIs
Publication statusPublished - 2012 Mar 1
Event2011 Physics Education Research Conference - Omaha, NE, United States
Duration: 2011 Aug 32011 Aug 4

Publication series

NameAIP Conference Proceedings
Volume1413
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2011 Physics Education Research Conference
CountryUnited States
CityOmaha, NE
Period11-08-0311-08-04

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All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)

Cite this

Lin, S. Y., Singh, C., Mamudi, W., Henderson, C., & Yerushalmi, E. (2012). TA-designed vs. research-oriented problem solutions. In 2011 Physics Education Research Conference (pp. 255-258). (AIP Conference Proceedings; Vol. 1413). https://doi.org/10.1063/1.3680043