文章基本信息

标题：Initiation of student-TA interactions in tutorials
其他标题：Initiation of student-TA interactions in tutorials
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作者：Rachel E. Scherr ; Rosemary S. Russ ; Thomas J. Bing 等
期刊名称：Physical Review ST Physics Education Research
电子版ISSN：1554-9178
出版年度：2006
卷号：2
期号：2
页码：20108
DOI：10.1103/PhysRevSTPER.2.020108
出版社：American Physical Society
摘要：At the University of Maryland we videotaped several semesters of tutorials as part of a large research project. 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 were difficult to find. We undertook a systematic study of TA-student interactions in tutorial: In particular, how are the interactions initiated? Do the students call the TA over for help with a particular issue, does the TA stop by spontaneously, or does the worksheet require a discussion with the TA at that point? The initiation of the interaction is of particular interest because it provides evidence of the motivation for and purpose of the interaction. This paper presents the results of that systematic investigation. We discovered that the majority of student-TA interactions in tutorial are initiated by teaching assistants, confirmed our initial observation that relatively few interactions are initiated by students, and found, further, that even fewer interactions are worksheet initiated. Perhaps most importantly, we found that our sense of who initiates tutorial interactions—based on extensive but informal observations—is not necessarily accurate. We need systematic investigations to uncover the reality of our classroom experiences.