Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception

Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception

Abstract Background In college science laboratory and discussion sections, student-centered active learning strategies have been implemented to improve student learning outcomes and experiences. Research has shown that active learning activities can increase student anxiety if students fear that the...

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Bibliographic Details
Main Authors: Tong Wan, Constance M. Doty, Ashley A. Geraets, Erin K. H. Saitta, Jacquelyn J. Chini
Format: Article
Language:English
Published: SpringerOpen 2023-01-01
Series:International Journal of STEM Education
Subjects:
Error framing
Cold calling
Apprehension
Anxiety
Graduate teaching assistants
Undergraduate students
Online Access:https://doi.org/10.1186/s40594-023-00398-8

Internet

https://doi.org/10.1186/s40594-023-00398-8

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