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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2020-05-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.16.010128 |