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...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | article |
| Language: | EN |
| Published: |
American Physical Society
2020
|
| Subjects: | |
| Online Access: | https://doaj.org/article/209bd6dcfd664c918df9d9b59e6de4a5 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Be the first to leave a comment!