Abstract:We investigated how changing the physical classroom impacted graduate teaching assistant (GTA) and student behaviors in tutorial 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 r… Show more
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