Learning assistant approaches to teaching computational physics problems in a problem-based learning course

Many introductory physics courses are incorporating computational problems into their curriculum, and understanding how instructors approach teaching such problems is important for improving instruction and problem design. In this talk, I will discuss a phenomenographic study in which I conducted semi-structured interviews with undergraduate learning assistants in a problem-based introductory mechanics course that incorporates several computational problems. Their prior involvement as students, along with their relatively fewer experiences with programming and physics compared to the faculty instructors, give them a unique perspective on teaching in the course. The primary result of this study was the identification of four approaches that learning assistants may take to teaching computational problems in this course. These approaches, programming focus, learning physics via computation focus, computation as a tool focus, and shifting perceptions of learning focus, give insight into the different ways learning assistants perceive computational problems, the extent to which their teaching approaches align with course learning goals, and how we might affect their approaches through training and support.