化学研究生助教的教师注意事项

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Eleni K. Geragosian, Diana Zhu, Marc Skriloff and Ginger V. Shultz
{"title":"化学研究生助教的教师注意事项","authors":"Eleni K. Geragosian, Diana Zhu, Marc Skriloff and Ginger V. Shultz","doi":"10.1039/D3RP00003F","DOIUrl":null,"url":null,"abstract":"<p >Chemistry graduate teaching assistants (GTAs) have substantial facetime with undergraduate students at large research institutions where they lead discussion and lab sessions. Emerging research describes GTAs’ content and teaching knowledge for introductory chemistry classes, but we need to know more about how GTAs manage their classes in the moment and how they assess student learning during class time. We conducted classroom observations and post-observation interviews with six chemistry GTAs with various years of teaching experience and who were teaching a variety of classes (<em>e.g.</em>, general chemistry discussion, biochemistry discussion, organic chemistry lab, computational chemistry lab, and more). These GTAs were each observed and interviewed multiple times over the course of a semester. Through qualitative analysis guided by the teacher noticing framework, we describe what chemistry GTAs notice, or pay attention to, regarding student learning in their teaching sessions and how they interpret what they notice. We found that chemistry GTAs often paid attention to the types of questions that students asked but relied on their students to take initiative to ask questions in order to assess their learning. Also, GTAs often focused on superficial features of their class sessions to assess learning, like whether students finished their tasks and left their session early. However, some GTAs noticed more sophisticated evidence of student understanding, such as when students connected content covered across multiple class sessions. The results from this study contribute to our understanding of how chemistry GTAs lead their sessions and evaluate student learning during their sessions. Results serve to inform potential training designs that can support chemistry GTAs’ teacher learning through learning to notice—and to create opportunities to notice—significant features of their classrooms.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 300-312"},"PeriodicalIF":2.6000,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Chemistry graduate teaching assistants’ teacher noticing\",\"authors\":\"Eleni K. Geragosian, Diana Zhu, Marc Skriloff and Ginger V. Shultz\",\"doi\":\"10.1039/D3RP00003F\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >Chemistry graduate teaching assistants (GTAs) have substantial facetime with undergraduate students at large research institutions where they lead discussion and lab sessions. Emerging research describes GTAs’ content and teaching knowledge for introductory chemistry classes, but we need to know more about how GTAs manage their classes in the moment and how they assess student learning during class time. We conducted classroom observations and post-observation interviews with six chemistry GTAs with various years of teaching experience and who were teaching a variety of classes (<em>e.g.</em>, general chemistry discussion, biochemistry discussion, organic chemistry lab, computational chemistry lab, and more). These GTAs were each observed and interviewed multiple times over the course of a semester. Through qualitative analysis guided by the teacher noticing framework, we describe what chemistry GTAs notice, or pay attention to, regarding student learning in their teaching sessions and how they interpret what they notice. We found that chemistry GTAs often paid attention to the types of questions that students asked but relied on their students to take initiative to ask questions in order to assess their learning. Also, GTAs often focused on superficial features of their class sessions to assess learning, like whether students finished their tasks and left their session early. However, some GTAs noticed more sophisticated evidence of student understanding, such as when students connected content covered across multiple class sessions. The results from this study contribute to our understanding of how chemistry GTAs lead their sessions and evaluate student learning during their sessions. Results serve to inform potential training designs that can support chemistry GTAs’ teacher learning through learning to notice—and to create opportunities to notice—significant features of their classrooms.</p>\",\"PeriodicalId\":69,\"journal\":{\"name\":\"Chemistry Education Research and Practice\",\"volume\":\" 1\",\"pages\":\" 300-312\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-10-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chemistry Education Research and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://pubs.rsc.org/en/content/articlelanding/2024/rp/d3rp00003f\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chemistry Education Research and Practice","FirstCategoryId":"95","ListUrlMain":"https://pubs.rsc.org/en/content/articlelanding/2024/rp/d3rp00003f","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

在大型研究机构中,化学研究生助教(GTAs)与本科生有大量的接触时间,他们主持讨论和实验课。新近的研究描述了研究生助教在化学入门课程中的教学内容和教学知识,但我们需要更多了解研究生助教如何在课堂上管理课堂,以及他们如何在课堂上评估学生的学习情况。我们对六位有不同年限教学经验、教授不同课程(如普通化学讨论、生物化学讨论、有机化学实验、计算化学实验等)的化学GTA进行了课堂观察和观察后访谈。在一个学期中,我们对这些 GTA 进行了多次观察和访谈。通过以教师注意框架为指导的定性分析,我们描述了化学高级教师在教学过程中对学生学习的注意点或关注点,以及他们如何解释自己的注意点。我们发现,化学高级教师通常会关注学生提出的问题类型,但依赖学生主动提问来评估他们的学习情况。此外,一般教师往往关注课堂教学的表面特征来评估学生的学习情况,如学生是否完成任务和提前离场。然而,一些一般教师注意到了学生理解能力的更复杂的证据,比如学生将多节课所涉及的内容联系起来。本研究的结果有助于我们了解化学高级教师如何引导他们的课程并在课程中评估学生的学习情况。研究结果为潜在的培训设计提供了参考,这些设计可以支持化学高级教师通过学习注意到--以及创造机会注意到--课堂的重要特征来进行教师学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Chemistry graduate teaching assistants’ teacher noticing

Chemistry graduate teaching assistants (GTAs) have substantial facetime with undergraduate students at large research institutions where they lead discussion and lab sessions. Emerging research describes GTAs’ content and teaching knowledge for introductory chemistry classes, but we need to know more about how GTAs manage their classes in the moment and how they assess student learning during class time. We conducted classroom observations and post-observation interviews with six chemistry GTAs with various years of teaching experience and who were teaching a variety of classes (e.g., general chemistry discussion, biochemistry discussion, organic chemistry lab, computational chemistry lab, and more). These GTAs were each observed and interviewed multiple times over the course of a semester. Through qualitative analysis guided by the teacher noticing framework, we describe what chemistry GTAs notice, or pay attention to, regarding student learning in their teaching sessions and how they interpret what they notice. We found that chemistry GTAs often paid attention to the types of questions that students asked but relied on their students to take initiative to ask questions in order to assess their learning. Also, GTAs often focused on superficial features of their class sessions to assess learning, like whether students finished their tasks and left their session early. However, some GTAs noticed more sophisticated evidence of student understanding, such as when students connected content covered across multiple class sessions. The results from this study contribute to our understanding of how chemistry GTAs lead their sessions and evaluate student learning during their sessions. Results serve to inform potential training designs that can support chemistry GTAs’ teacher learning through learning to notice—and to create opportunities to notice—significant features of their classrooms.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信