Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

Autor/inn/en	Ryker, Katherine; McConnell, David
Titel	Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?
Quelle	In: Journal of College Science Teaching, (2014) 1, S.56-63 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Teaching Assistants; Instructional Effectiveness; Teaching Methods; Graduate Students; Geology; Laboratory Experiments; Active Learning; Inquiry; Introductory Courses; Program Implementation; Educational Practices; Educational Strategies; Teaching Experience; Classroom Observation Techniques; Protocol Analysis; Undergraduate Study; Scoring Rubrics; Teaching Styles + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Historische Geologie; Laboratory work; Laborarbeit; Aktives Lernen; Einführungskurs; Bildungspraxis; Lehrstrategie; Grundstudium; Scoring formulas; Auswertungsbogen; Lehrstil; Unterrichtsstil
Abstract	This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We demonstrate that GTAs are able to teach these labs consistently but use different instructional strategies. Further, we found that the incorporation of particular teaching strategies was related to prior GTA experience. Experienced GTAs teach in a more reformed, student-centered manner than new GTAs. Teaching practices were assessed through direct classroom observation and the application of the Reformed Teaching Observation Protocol. The lessons learned from this project can be used to inform other science departments seeking to effectively incorporate inquiry based labs that encourage effective teaching practices from GTAs. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10