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2003
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Research: Science and Education
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Graduate Teaching Assistants and Inquiry-Based Instruction: Implications for Graduate Teaching Assistant Training
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Gillian H. Roehrig
Center for Research in Mathematics and Science Education, San Diego State University, San Diego, CA 92120Julie A. Luft
Science and Mathematics Education Center, University of Texas Austin, Austin, TX 78712 Josepha P. Kurdziel and Jessica A. Turner
Departmednt of Teaching and Teacher Education, University od Arizona, Tucson, AZ 85721
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October 2003
Vol. 80 No. 10
p. 1206
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| Abstract |
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This article examines the teaching environment and training program experienced by chemistry graduate teaching assistants (GTAs) at a large research–doctoral university through interviews and observations of the GTAs. Details of the chemistry training program and GTA evaluations of the training are discussed. The teaching styles of the introductory laboratory GTAs are discussed, particularly in light of inquiry-based instruction currently being introduced into undergraduate laboratory classes. The findings from this study suggest directions for chemistry GTA training programs. Specifically, training programs must meet the needs of chemistry GTAs, assisting them with instruction and assessment. In addition, chemistry GTAs need specific training to successfully implement reform-based instruction, such as scientific inquiry-based instruction, in their laboratory classes.
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| More Information |
 Citation |
Roehrig, Gillian H.; Luft, Julie A.; Kurdziel, Josepha P.; Turner, Jessica A. J. Chem. Educ. 2003 80 1206.
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Keywords |
CER Student-Centered Learning; Chemical Education Research; General Chemistry; Inquiry-Based / Discovery Method; TA Training; Teaching/Learning Theory/Practice
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History |
Created:
Last Updated: |
September 2, 2003
February 28, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
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1206
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