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首页> 外文期刊>International Journal of STEM Education >Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials
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Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials

机译：特征科学研究生教学助理在改革实验室和教程中的教学实践

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Background Graduate teaching assistants (GTAs) often lead laboratory and tutorial sections in science, technology, engineering, and mathematics (STEM), especially at large, research-intensive universities. GTAs’ performance as instructors can impact student learning experience as well as learning outcomes. In this study, we observed 11 chemistry GTAs and 11 physics GTAs in a research-intensive institution in the southeastern USA. We observed the GTAs over two consecutive semesters in one academic year, resulting in a total of 58 chemistry lab observations and 72 physics combined tutorial and lab observations. We used a classroom observation protocol adapted from the Laboratory Observation Protocol for Undergraduate STEM (LOPUS) to document both GTA and student behaviors. We applied cluster analysis separately to the chemistry lab observations and to the physics combined tutorial and lab observations. The goals of this study are to classify and characterize GTAs’ instructional styles in reformed introductory laboratories and tutorials, to explore the relationship between GTA instructional style and student behavior, and to explore the relationship between GTA instructional style and the nature of laboratory activity. Results We identified three instructional styles among chemistry GTAs and three different instructional styles among physics GTAs. The characteristics of GTA instructional styles we identified in our samples are different from those previously identified in a study of a traditional general chemistry laboratory. In contrast to the findings in the same prior study, we found a relationship between GTAs’ instructional styles and student behaviors: when GTAs use more interactive instructional styles, students appear to be more engaged. In addition, our results suggest that the nature of laboratory activities may influence GTAs’ use of instructional styles and student behaviors. Furthermore, we found that new GTAs appear to behave more interactively than experienced GTAs. Conclusion GTAs use a variety of instructional styles when teaching in the reformed laboratories and tutorials. Also, compared to traditional laboratory and tutorial sections, reformed sections appear to allow for more interaction between the nature of lab activities, GTA instructional styles, and student behaviors. This implies that high-quality teaching in reformed laboratories and tutorials may improve student learning experiences substantially, which could then lead to increased learning outcomes. Therefore, effective GTA professional development is particularly critical in reformed instructional environments.
机译：背景技术研究生教学助理（GTA）经常在科学，技术，工程和数学（Stew）中的实验室和教程部分，特别是在大型研究密集型大学。 GTAS的表现为教师可以影响学生学习经验以及学习结果。在这项研究中，我们在美国东南部的研究密集型机构中观察了11种化学GTA和11物理GTA。我们在一个学年中观察到两个连续学期的GTA，总共有58个化学实验室观察和72个物理联合教程和实验室观察。我们使用了从实验室观察协议（Lopus）的实验室观察方案调整的课堂观测协议，以记录GTA和学生行为。我们将集群分析分别应用于化学实验室观察和物理组合教程和实验室观察。本研究的目标是在改革后的介绍实验室和教程中进行分类和描述GTA的教学方式，探讨GTA教学风格和学生行为之间的关系，探讨GTA教学风格与实验室活动性质之间的关系。结果我们在物理GTA中确定了化学GTA和三种不同教学风格的三种教学款式。我们在我们的样品中鉴定的GTA教学风格的特征与先前在传统一般化学实验室的研究中确定的特征不同。与同一事先研究中的结果相比，我们发现了GTAS教学风格和学生行为之间的关系：当GTA使用更多的互动教学风格时，学生似乎更加订婚。此外，我们的结果表明，实验室活动的性质可能会影响GTA的教学风格和学生行为的使用。此外，我们发现新的GTA看起来比经历的GTA相互作用。结论GTA在改革后的实验室和教程中教学时使用各种教学款式。此外，与传统的实验室和教程部分相比，改革部分似乎允许实验室活动的性质，GTA教学方式和学生行为之间进行更多互动。这意味着改革实验室和教程中的高质量教学可能会改善大幅度的学生学习经验，从而可以导致学习结果增加。因此，有效的GTA专业发展在改革的教学环境中特别关键。

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