Graduate Teaching Assistants and Inquiry-Based Instruction: Implications for Graduate Teaching Assistant Training
Graduate Teaching Assistants and Inquiry-Based Instruction: Implications for Graduate Teaching Assistant Training
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研究生助教和探究式教学：对研究生助教培训的影响
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
J. A. Turner
中科院分区：
文献类型：
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作者：
G. Roehrig;J. Luft;J. P. Kurdziel;J. A. Turner
本文通过对一所大型研究型博士大学化学专业研究生助教的访谈和观察，探讨了他们所经历的教学环境和培训计划。化学培训计划和GTA评估的培训的细节进行了讨论。介绍实验室GTAs的教学风格进行了讨论，特别是在目前正在引入本科实验室课程的探究式教学。从这项研究的结果表明，化学GTA培训计划的方向。具体而言，培训计划必须满足化学GTA的需求，帮助他们进行指导和评估。此外，化学GTA需要具体的培训，以成功地实施改革为基础的教学，如科学探究为基础的教学，在他们的实验室类。
This article examines the teaching environment and training program experienced by chemistry graduate teaching assistants (GTAs) at a large research–doctoral university through interviews and observations of the GTAs. Details of the chemistry training program and GTA evaluations of the training are discussed. The teaching styles of the introductory laboratory GTAs are discussed, particularly in light of inquiry-based instruction currently being introduced into undergraduate laboratory classes. The findings from this study suggest directions for chemistry GTA training programs. Specifically, training programs must meet the needs of chemistry GTAs, assisting them with instruction and assessment. In addition, chemistry GTAs need specific training to successfully implement reform-based instruction, such as scientific inquiry-based instruction, in their laboratory classes.