Catalyzing graduate teaching assistants' laboratory teaching through design research
Catalyzing graduate teaching assistants' laboratory teaching through design research
复制标题
DOI：
10.1021/ed083p313
复制
发表时间：
2006-02-01
影响因子：
3
通讯作者：
Rodriques, RAB
中科院分区：
文献类型：
--
作者：
Bond-Robinson, J;Rodriques, RAB
我们报告了一项旨在提高研究生助教(GTA)表现的实验室教学学徒计划的研究。为了促进GTA作为实验室教师，我们构建了学习目标，将以前的文献综合成设计模型和发展路径，并建立了两个工具来测量12个策略性教学互动。由此产生的模型是一种认知学徒制。教师鼓励GTA通过指导本科生的推理来教授化学知识--除了明确地传递化学知识之外。新的研究生课程经过5个秋季学期和83名研究生的改进。定性音像补充统计数据。有效和可靠的数据来自于在GTA教授实验室期间对12个策略交互进行编码时收集的数据，用于从化学教学知识(PChK)的角度来判断教学的有效性。定义和描述了三种类型的实验室PChK。结果表明，45%的新GTA发展为更高形式的PChK。典型的GTA发现，实验室延长的时间是教UGS如何用化学概念进行推理的有利场合；他们的行动利用了建构主义学习模式，专注于指导学生进行推理，从而提高了学生的推理能力。大约8%的新GTA只发展了最低形式的PChK，即程序性教学。
We report on a study of a laboratory teaching apprenticeship program designed to improve graduate teaching assistant (GTA) performance. To catalyze GTAs as laboratory teachers we constructed learning goals, synthesized previous literature into a design model and a developmental path, and built two instruments to measure 12 strategic pedagogical interactions. The resulting model is a cognitive apprenticeship. The instructors encourage GTAs to teach chemical knowledge by guiding their undergraduates' reasoning—in addition to explicit transmission of chemical knowledge. The new graduate course was refined over 5 fall semesters and 83 graduate students. Qualitative audio-video supplemented statistical data. Valid and reliable data, collected from coding 12 strategic interactions while GTAs taught a lab, were used to judge effectiveness of teaching in terms of pedagogical chemical knowledge (PChK). Three types of laboratory PChK are defined and described. The results show that 45% of new GTAs developed higher forms of PChK. Exemplary GTAs found that the extended time in lab is an advantageous occasion to teach UGs how to reason with chemical concepts; their actions utilized a constructivist learning model focused on directing students to reason, thereby increasing students' abilities to reason. Some 8% of new GTAs developed only the lowest form of PChK, procedural teaching.