Effects of Inquiry-Based Teaching Experiences on Graduate Students? Research Skill Development

本REESE项目的目的是调查探究性科学教学经验对STEM研究生发展为研究人员的影响。研究人员将使用一系列相关和情境化的数据源，测量教学和研究技能随时间变化的轨迹和幅度。他们假设，参与探究型教学经历和导师指导的研究经历的研究生在科学推理和研究设计技能方面比没有任何经验的研究生表现出更大的增长。此外，预计研究活跃的研究生将从本科或K-12设置的教学经验中受益。研究小组预计，由于教学环境的不同，技能发展的具体方面可能会有所不同，但与那些只参加研究助理奖学金或教学经历的学生相比，这两种经历都会带来不同的好处。研究人员希望这项工作将为STEM研究生水平的研究和教学培训提供指导。

The purpose of this REESE project is to investigate the impacts of inquiry-based science teaching experiences on the development of STEM graduate students as researchers. The investigators will measure the trajectory and magnitude of change in teaching and research skills over time using an array of relevant and contextualized data sources. They hypothesize that graduate students participating in both inquiry focused teaching experiences and advisor-directed research experiences will demonstrate greater growth in scientific reasoning and research design skills than those lacking either experience. Further, it is expected that research-active graduate students will benefit from teaching experiences in either undergraduate or K-12 settings. The team anticipates that specific aspects of skill development may differ as a function of the teaching setting, but that either experience will provide a differential benefit relative to those students who participate exclusively in either research assistantships or teaching experiences. The researchers expect that this work will inform STEM graduate level training in both research and teaching.