Expanding University Student Outreach: Professional Development Workshops for Teachers Led by Graduate Students

Autor/inn/en	Dyer, Robert M. B.; Venton, B. Jill; Maeng, Jennifer L.
Titel	Expanding University Student Outreach: Professional Development Workshops for Teachers Led by Graduate Students
Quelle	In: Journal of Chemical Education, 95 (2018) 11, S.1954-1959 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Venton, B. Jill) ORCID (Maeng, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00130
Schlagwörter	Science Instruction; Outreach Programs; Elementary School Science; Inquiry; Chemistry; Teaching Methods; Science Interests; Graduate Students; Faculty Development; Teamwork; Summer Programs; Elementary School Teachers; Program Effectiveness; Virginia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Jobcoaching; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Sommerkurs; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	University of Virginia, like many other universities, has developed a chemistry outreach program (called Chemistry Learning through Experimentation, Awareness, and Demonstration; i.e., Chemistry LEAD) that visits K-5 schools and teaches inquiry-based chemistry lessons in order to engage local students with science. Chemistry LEAD is graduate student organized and led. The number of classrooms the group can visit in any year is limited; consequently, to extend their impact, the group decided to organize a summer, 1 day professional workshop for teachers. The goal was to give teachers the knowledge, confidence, and materials necessary to implement inquiry-based chemistry lessons. The graduate students worked as a team, with different students leading different activities, to decrease the burden of workshop planning and implementation. The workshop was repeated for two summers; a total of 52 teachers from six school districts participated. The teachers enjoyed learning from the graduate students, and follow-up surveys revealed they improved their understanding of inquiry and had more confidence in implementing inquiry-based chemistry lessons. Indeed, most teachers implemented at least one of the investigations they learned during the workshop and indicated their students were highly engaged during the activities. Graduate students' reflections indicated that they gained skills in communication, planning, and delegation that will be useful to them in a variety of career paths. These workshops were a manageable way for the graduate student outreach group to increase their impact and improve chemistry education in local K-5 classrooms. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01