Inquiry-based training improves teaching effectiveness of biology teaching assistants.
Inquiry-based training improves teaching effectiveness of biology teaching assistants.
复制标题
DOI：
10.1371/journal.pone.0078540
复制
发表时间：
2013
期刊：
影响因子：
3.7
通讯作者：
Ellefson MR
中科院分区：
文献类型：
--
作者：
Hughes PW;Ellefson MR
研究生助教（GTA）被广泛用作大学的本科科学实验室讲师，但他们往往有最低限度的教学培训，很少有人知道有效的培训方法。这项盲法随机对照试验研究评估了两种训练方案对GTA教学效果的影响。GTAs教学本科生物实验室（n = 52）完成了五个小时的培训，无论是基于探究的学习教学法或一般教学的“最佳实践”。GTA教学效果的评估使用：（1）九因素的学生评价教育质量;（2）六因素的学生学习问卷;（3）课程成绩。从GTA和本科生的评级表明，研究性学习教学法培训有积极的影响，GTA的教学效果。
Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness.
登录
查看更多内容
DOI：
10.1111/j.2044-8279.1982.tb02505.x
发表时间：
1982-01-01
影响因子：
3.7
作者：
MARSH, HW
通讯作者：
MARSH, HW
影响因子：
2.1
作者：
PRIETO, LR;ALTMAIER, EM
通讯作者：
ALTMAIER, EM
影响因子：
3
作者：
Marbach-Ad, Gili;Schaefer, Kathryn L.;Doyle, Michael P.
通讯作者：
Doyle, Michael P.
影响因子：
22.4
作者：
OLSON, CL
通讯作者：
OLSON, CL
影响因子：
3.8
作者：
Edelson, DC;Gordin, DN;Pea, RD
通讯作者：
Pea, RD