We investigated how changing the physical classroom impacted graduate teaching assistant (GTA) and student behaviors in the recitation sections of an introductory algebra-based physics sequence. Using a modified version of the Laboratory Observation Protocol for Undergraduate STEM (LOPUS), we conducted 35 observations over two semesters for seven GTAs who taught in different styles of classrooms (i.e., active learning classrooms and traditional classrooms). We found that both GTAs and students changed behaviors in response to a change from an active learning classroom to a traditional classroom. GTAs were found to be less interactive with student groups and to lecture at the whiteboard more frequently. Correspondingly, student engagement appeared to decrease as students asked fewer questions during one-on-one interactions. We suggest administrators and departments consider the impact of changing to a traditional classroom when implementing student-centered instruction and emphasize how to use classroom space in GTA professional development.

Impact of changing physical learning space on GTA and student behaviors

In this study, we investigated the impact of practicing with questioning strategies in a mixed-reality classroom simulator on GTA use of questioning both in the simulator and in their actual classroom. During the simulator training, GTAs were in a physical classroom interacting with five avatar-students on a computer monitor. Throughout the fall 2019 semester, GTAs participated in four practice sessions, which were video-recorded. GTAs were tasked with practicing specific teaching skills, and one of the sessions focused on questioning strategies. In each session, GTAs were given two 7-minute opportunities; feedback and reflection time were provided after each 7-minute practice. In addition, GTAs were observed three to four times throughout the semester in their actual classroom. Here, we report frequencies and discuss examples of questioning strategies implemented by GTAs in the simulator and in their classroom. The results suggest that the simulator training supports GTAs’ implementation of questioning strategies.

Impact of Practice in a Mixed-reality Classroom Simulator on GTAs’ Questioning Strategies

Poster Session II

poster

Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

PERC SM 20

Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?

PAR-A.09 TA Training and Innovations to Make Introductory Labs Work

technical paper

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


AAPT SM 20

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

Constance Doty

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Impact of changing physical learning space on GTA and student behaviors

Impact of Practice in a Mixed-reality Classroom Simulator on GTAs’ Questioning Strategies

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