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Direct linkA. C. Cooper; J. B. Osness; S. D. Hester; M. S. Bolger – CBE - Life Sciences Education, 2024
Undergraduate laboratory courses can provide opportunities for students to participate in science practices. This requires rethinking both curricula and instruction. Science practice--based courses require students to be positioned as epistemic agents, implying a shift in instructor role. Teaching assistants (TAs) are the primary instructors for…
Descriptors: Teaching Assistants, Science Laboratories, Science Instruction, Science Process Skills
Ina Zaimi; Daisy B. Haas; Matthew J. Silverstein; Ginger V. Shultz – Chemistry Education Research and Practice, 2024
Graduate teaching assistants (GTAs) hold a unique positionality as instructors and research mentors to undergraduate students, research mentees to faculty members, and employees to an institution. With limited pedagogical training and teaching resources, the enactment of planned teaching activities and learning resources may be influenced by how…
Descriptors: Teaching Assistants, Chemistry, Science Instruction, Teaching Methods
Attardi, Stefanie M.; Mintz, Noah M.; Rogers, Kem A. – Anatomical Sciences Education, 2022
Online teachers are an under-researched population, but their perspectives are crucial to the successful implementation of online education. A fully online section of an established face-to-face (F2F) two-semester undergraduate anatomy course with a prosection laboratory commenced in 2012 at The University of Western Ontario, Canada. Professors'…
Descriptors: College Faculty, Anatomy, Online Courses, Teaching Experience
Reid, Joshua W.; Weigel, Emily G. – Journal of College Science Teaching, 2022
Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an instructor adopts these more student-centered methods. One such factor is teaching perspective. In this study, we explored the…
Descriptors: Biology, Science Instruction, Teaching Assistants, Graduate Students
Gelinas, Katharine A.; Ovid, Dax; Amaya-Mejia, Wilmer; Ayala, Rafael; Baek, Hanna E.; Gasmin, Eric; Hissen, Karina; Johnson, Amanda; Kossa, Emily; Levesque, Lauren; Lutz, Kurt R.; Lyons, Amichai S.; Mata, Alan F.; Mitchell, Casey G.; Paggeot, Lisa; Pastor-Infantas, Maria Jos̩; Patel, Cheryl; Prestol-Casillas, Susan; Chen, Kevin Xu; Tanner, Kimberly D. РCBE - Life Sciences Education, 2022
Instructor Talk--noncontent and nonlogistical language that is focused on shaping the classroom learning environment--is a recently defined variable that may play an important role in how undergraduates experience courses. Previous research characterized Instructor Talk used by faculty teaching in biology lecture classrooms. However, graduate…
Descriptors: Teaching Assistants, Graduate Students, Undergraduate Students, Biology
Eleni K. Zotos – ProQuest LLC, 2022
Chemistry graduate teaching assistants (GTAs) play a unique but important role in undergraduate STEM education. As leaders of laboratory and discussion sections, GTAs teach fundamental experimental techniques and reinforce course content in classrooms and have more opportunities to interact with students one-on-one or in small groups. GTAs often…
Descriptors: Graduate Students, Chemistry, Teaching Assistants, STEM Education
Joshua Rutberg – ProQuest LLC, 2022
It has been well-establishing in the field of educational research that traditional educational methods such as passive lectures and labs where students follow pre-designed procedures to verify information already told to them are not effective for promoting meaningful and lasting conceptual understanding. Alongside this knowledge have come a…
Descriptors: Physics, Science Instruction, Teaching Methods, Laboratory Experiments
Goodwin, Emma C.; Cao, Jane N.; Fletcher, Miles; Flaiban, Justin L.; Shortlidge, Erin E. – CBE - Life Sciences Education, 2018
Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions…
Descriptors: Biology, Graduate Students, Science Instruction, Evidence Based Practice
Deacon, Christopher; Hajek, Allyson; Schulz, Henry – International Journal of Science Education, 2017
Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a…
Descriptors: Graduate Students, Teaching Assistants, Undergraduate Students, Science Instruction
Bautista, Nazan Uludag; Schussler, Elisabeth E.; Rybczynski, Stephen M. – International Journal of Science Education, 2014
Science education reform documents identify nature of science (NOS) as a critical component of scientific literacy and call for universities, colleges, and K-12 schools to explicitly integrate NOS learning into science curricula. In response to these calls, this study investigated the classroom practices of nine graduate assistants (GAs) who…
Descriptors: Teaching Assistants, Graduate Students, Teaching Experience, Science Instruction
Maries, Alexandru – ProQuest LLC, 2013
This thesis explores the role of multiple representations in introductory physics students' problem solving performance through several investigations. Representations can help students focus on the conceptual aspects of physics and play a major role in effective problem solving. Diagrammatic representations can play a particularly important role…
Descriptors: Science Instruction, Physics, Problem Solving, Scientific Concepts
Gardner, Grant Ean; Jones, M. Gail – Research in Science Education, 2011
Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators' perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of…
Descriptors: Scientific Principles, Risk, Biotechnology, Biology
Rodriques, Romola A. Bernard; Bond-Robinson, Janet – Journal of Chemical Education, 2006
Teaching involves strategic interactions and problem solving based on understanding of the situation, the discipline, and the population of students that one is teaching. The feedback from undergraduate students (UGs) and from faculty and other instructors coaching graduate teaching assistants (GTAs) in teaching provides outside perspectives, and…
Descriptors: Undergraduate Students, Student Surveys, Teaching Assistants, Teaching Experience
