Literaturnachweis - Detailanzeige
Autor/inn/en | Drossman, Howard; Benedict, Jim; McGrath-Spangler, Erica; Van Roekel, Luke; Wells, Kelley |
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Titel | Assessment of a Constructivist-Motivated Mentoring Program to Enhance the Teaching Skills of Atmospheric Science Graduate Students |
Quelle | In: Journal of College Science Teaching, 41 (2011) 2, S.72-81 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0047-231X |
Schlagwörter | Constructivism (Learning); Graduate Students; Mentors; Teaching Skills; Liberal Arts; Teaching Methods; Science Instruction; Team Teaching; Fellowships; Qualitative Research; Personal Narratives; Skill Development; Inquiry; Colorado Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Fellowship; Stipendium; Qualitative Forschung; Erlebniserzählung; Kompetenzentwicklung; Qualifikationsentwicklung |
Abstract | This article describes a collaborative mentoring program in which graduate students (fellows) from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. The mentorship allowed fellows to develop and test the effectiveness of curriculum based on the Process Oriented Guided Inquiry Learning (POGIL) approach. Qualitative analysis of narratives from four fellows who completed the mentoring program in an upper-level undergraduate atmospheric science class was used to develop three hypotheses about approaches to mentoring and teaching: (1) a constructivist-motivated approach to mentoring effectively allows graduate fellows to learn about constructivist-motivated pedagogy, (2) graduate fellows learn to formulate hypotheses related to the scholarship of teaching and learning by reflecting on their development and use of pedagogical innovations, and (3) the development and use of POGIL assignments and associated classroom pedagogy promotes graduate students' understanding of cognitive and social constructivist principles. (Contains 1 table and 3 figures.) (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 |