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

这个REESE项目的目的是调查基于探究的科学教学经验对STEM研究生作为研究人员的发展的影响。 研究人员将使用一系列相关和背景化的数据源来衡量教学和研究技能随时间变化的轨迹和幅度。 他们假设，研究生参与这两个调查为重点的教学经验和导师指导的研究经验将表现出更大的增长，在科学推理和研究设计技能比那些缺乏任何经验。 此外，预计研究活跃的研究生将受益于本科或K-12设置的教学经验。该小组预计，技能发展的具体方面可能会有所不同，作为教学环境的功能，但无论是经验将提供相对于那些学生谁专门参加无论是研究助理或教学经验的差异效益。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信息。

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.