Assessment of a Constructivist-Motivated Mentoring Program to Enhance the Teaching Skills of Atmospheric Science Graduate Students

Autor/inn/en	Drossman, Howard; Benedict, Jim; McGrath-Spangler, Erica; Van Roekel, Luke; Wells, Kelley
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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