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
Formato: article
Lenguaje:EN
Publicado: American Physical Society 2020
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Acceso en línea:https://doaj.org/article/209bd6dcfd664c918df9d9b59e6de4a5
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