Graduate teaching assistants’ views of broken-into-parts physics problems: Preference for guidance overshadows development of self-reliance in problem solving
We examined physics graduate teaching assistants’ views about introductory physics problem “types,” i.e., different ways of posing the same underlying physics problem, within the context of a semester-long teaching assistant (TA) professional development course. Here, we focus on TAs’ views about tw...
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Autores principales: | Melanie Good, Emily Marshman, Edit Yerushalmi, Chandralekha Singh |
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Formato: | article |
Lenguaje: | EN |
Publicado: |
American Physical Society
2020
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Materias: | |
Acceso en línea: | https://doaj.org/article/209bd6dcfd664c918df9d9b59e6de4a5 |
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