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 language | English |
|---|---|
| Title of host publication | 2011 Physics Education Research Conference |
| Pages | 255-258 |
| Number of pages | 4 |
| DOIs | |
| Publication status | Published - 2012 Mar 1 |
| Event | 2011 Physics Education Research Conference - Omaha, NE, United States Duration: 2011 Aug 3 → 2011 Aug 4 |
Publication series
| Name | AIP Conference Proceedings |
|---|---|
| Volume | 1413 |
| ISSN (Print) | 0094-243X |
| ISSN (Electronic) | 1551-7616 |
Other
| Other | 2011 Physics Education Research Conference |
|---|---|
| Country | United States |
| City | Omaha, NE |
| Period | 11-08-03 → 11-08-04 |
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All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)
Cite this
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TA-designed vs. research-oriented problem solutions. / Lin, Shih Yin; Singh, Chandralekha; Mamudi, William; Henderson, Charles; Yerushalmi, Edit.
2011 Physics Education Research Conference. 2012. p. 255-258 (AIP Conference Proceedings; Vol. 1413).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - TA-designed vs. research-oriented problem solutions
AU - Lin, Shih Yin
AU - Singh, Chandralekha
AU - Mamudi, William
AU - Henderson, Charles
AU - Yerushalmi, Edit
PY - 2012/3/1
Y1 - 2012/3/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84863166439&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84863166439&partnerID=8YFLogxK
U2 - 10.1063/1.3680043
DO - 10.1063/1.3680043
M3 - Conference contribution
AN - SCOPUS:84863166439
SN - 9780735409903
T3 - AIP Conference Proceedings
SP - 255
EP - 258
BT - 2011 Physics Education Research Conference
ER -