Initiation of Student-TA Interactions in Tutorials.
Initiation of Student-TA Interactions in Tutorials.
复制标题
在教程中启动学生与助教的互动。
DOI：
10.1103/physrevstper.2.020108
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发表时间：
2006
影响因子：
--
通讯作者：
Raymond A. Hodges
中科院分区：
文献类型：
--
作者：
Rachel E. Scherr;Rosemary S. Russ;Thomas J. Bing;Raymond A. Hodges
接收日期：2006年3月30日;出版日期：2006年12月14日在马里兰州大学，我们录制了几个学期的教程，作为一个大型研究项目的一部分。一项特殊的研究任务要求我们找到学生打电话给助教帮助解决物理问题的例子。令我们惊讶的是，这种相互作用的例子很难找到。我们对辅导教学中助教与学生的互动进行了系统的研究：具体来说，互动是如何开始的？学生是否会打电话给助教寻求帮助，助教是否会自发地停下来，或者工作表是否需要与助教进行讨论？互动的开始是特别感兴趣的，因为它提供了互动的动机和目的的证据。本文介绍了系统调查的结果。我们发现，大多数的学生-助教在辅导互动是由助教发起的，证实了我们最初的观察，相对较少的互动是由学生发起的，并发现，进一步，更少的互动是工作表发起的。也许最重要的是，我们发现，我们对谁发起辅导互动的感觉--基于广泛但非正式的观察--不一定准确。我们需要系统的调查来发现我们课堂经验的真实性。DOI：10.1103/PhysRevSTPER.2.020108 PACS编号：01.40.FK，01.40.gb，01.40.J
Received 30 March 2006; published 14 December 2006At the University of Maryland we videotaped several semesters of tutorials as part of a large researchproject. A particular research task required us to locate examples of students calling the teaching assistants TAs over for assistance with a physics question. To our surprise, examples of this kind of interaction weredifficult to find. We undertook a systematic study of TA-student interactions in tutorial: In particular, how arethe interactions initiated? Do the students call the TA over for help with a particular issue, does the TA stop byspontaneously, or does the worksheet require a discussion with the TA at that point? The initiation of theinteraction is of particular interest because it provides evidence of the motivation for and purpose of theinteraction. This paper presents the results of that systematic investigation. We discovered that the majority ofstudent-TA interactions in tutorial are initiated by teaching assistants, confirmed our initial observation thatrelatively few interactions are initiated by students, and found, further, that even fewer interactions are work-sheet initiated. Perhaps most importantly, we found that our sense of who initiates tutorial interactions—basedon extensive but informal observations—is not necessarily accurate. We need systematic investigations touncover the reality of our classroom experiences.DOI: 10.1103/PhysRevSTPER.2.020108 PACS number s : 01.40.Fk, 01.40.gb, 01.40.J