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Graduate Teaching Assistants and Inquiry-Based Instruction: Implications for Graduate Teaching Assistant Training
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Abstract
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.
Keywords (Audience):
Graduate Education / ResearchKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Research: Science and EducationKeywords (Pedagogy):
Student-Centered LearningKeywords (Subject):
TA Training / OrientationCiting Articles
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This article has been cited by 14 ACS Journal articles (5 most recent appear below).
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Preparing Students To Benefit from Inquiry-Based Activities in the Chemistry Laboratory: Guidelines and Suggestions
Laura B. Bruck and Marcy H. TownsJournal of Chemical Education2009 86 (7), 820Preparing Students To Benefit from Inquiry-Based Activities in the Chemistry Laboratory: Guidelines and Suggestions
Laura B. Bruck and Marcy H. TownsJournal of Chemical Education2009 86 (7), 820In this paper, we suggest strategies for instructors to use to prepare students for inquiry-based activities. Instructors should ensure that appropriate content material has been covered in lecture prior to implementing inquiry-based activities in the ...
Using Student-Developed, Inquiry-Based Experiments To Investigate the Contributions of Ca and Mg to Water Hardness
Shui-Ping Yang and Chung-Chia LiJournal of Chemical Education2009 86 (4), 506Using Student-Developed, Inquiry-Based Experiments To Investigate the Contributions of Ca and Mg to Water Hardness
Shui-Ping Yang and Chung-Chia LiJournal of Chemical Education2009 86 (4), 506This study provided a challenging opportunity for general chemistry students to mimic the scientific research process by solving a water-quality problem concerning individual calcium and magnesium concentrations. We found that general chemistry students ...
How Does Inquiry-Based Instruction Affect Teaching Majors' Views about Teaching and Learning Science?
Michael J. SangerJournal of Chemical Education2008 85 (2), 297How Does Inquiry-Based Instruction Affect Teaching Majors' Views about Teaching and Learning Science?
Michael J. SangerJournal of Chemical Education2008 85 (2), 297A previous study showed that elementary teaching majors enrolled in an inquiry-based physical science course developed chemistry content knowledge comparable to that of students enrolled in traditional lecture-based courses. This current study compares ...
How Many Atomic Layers of Zinc Are in a Galvanized Iron Coating?
Shui-Ping YangJournal of Chemical Education2007 84 (11), 1792How Many Atomic Layers of Zinc Are in a Galvanized Iron Coating?
Shui-Ping YangJournal of Chemical Education2007 84 (11), 1792This article describes an experiment using a novel gasometric assembly to determine the thickness and number of atomic layers of zinc coating on galvanized iron substrates. Students solved this problem through three stages. In the first stage, students ...
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- Received: August 03, 2009
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