The Relationship between Subject Matter Knowledge and Teaching Effectiveness of Undergraduate Chemistry Peer Facilitators

Autor/inn/en	Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P.
Titel	The Relationship between Subject Matter Knowledge and Teaching Effectiveness of Undergraduate Chemistry Peer Facilitators
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 1, S.276-304 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boothe, J. R.) ORCID (Barnard, R. A.) ORCID (Peterson, L. J.) ORCID (Coppola, B. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00171a
Schlagwörter	Pedagogical Content Knowledge; Teacher Effectiveness; Undergraduate Students; Peer Teaching; Science Instruction; Organic Chemistry; Introductory Courses; Facilitators (Individuals); Observation; Coding; Error Patterns; Error Correction; Communities of Practice; Group Discussion; Case Studies; Qualitative Research; Audiovisual Aids; Michigan + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Peer group teaching; Peer Group Teaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Organische Chemie; Einführungskurs; Beobachtung; Codierung; Programmierung; Fehlertyp; Korrektur; Community; Gruppendiskussion; Case study; Fallstudie; Case Study; Qualitative Forschung; Audiovisuelles Medium
Abstract	Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their foundational content knowledge is assumed but understudied. In an effort to promote instructional coherence (i.e., instructional same-pageness) in the introductory organic chemistry program at the University of Michigan, we observed peer-led study group facilitators' involvement in their study groups (as teachers of groups of 6-12 students) and in a companion course (as learners) designed to reinforce and enhance their content knowledge. Audiovisual recordings of the facilitators in both the companion course and, for ten of them, leading their study groups, were captured over each of the two week periods covering the topics of stereochemistry and also conformational analysis. Recordings were subsequently coded for topic and correctness in presentation of subject matter. Errors made in either study group or the companion course were investigated for error resolution (corrected or uncorrected), source of error, and propagation of corrected errors. Analysis of recordings revealed that facilitators who have their own errors corrected in the companion course, or observe their peers' errors corrected in the companion course, correctly describe these concepts in study groups. On examining errors made by facilitators when they are leading study group sessions, a backwards analysis showed consistently that either the topics had not been addressed in the antecedent companion course, or the facilitator was not actively engaged with the discussion when the topics were being discussed. These findings have implications to inform not only our own implementation of peer-led study groups, but also those interested in designing subject matter companion courses for peer leaders in other instructional settings. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01