M.H. Lee, PhD
May examines instructional decisions teaching assistants (TAs) make during tutorials in introductry physics courses. Though TAs tend to have more opportunities interacting with individual students than course instructors, relatively little research has addressed the nature and outcomes of the TAs' interactions with students; this work is important towards designing learning environments that can support course objectives - such as developing students' conceptual understanding and problem-solving skills in physics. She uses cultural historical activity theory (CHAT) - a framework that helps to understand how the contexts of an activity (e.g., tutorials) relate to individual perspectives and activities - to address her overarching research question: How do TAs' perspectives of teaching and learning relate to their instructional activities in introductory physics tutorials? This four-year project, which started in 2019, aims to inform the design of professional development for TAs of physics courses.
|Last modified:||28 May 2021 10.35 p.m.|