Exploring TA Attention to Students' Written Work in Biology

Autor/in	Hill, Cynthia F. C.
Titel	Exploring TA Attention to Students' Written Work in Biology
Quelle	(2018), (234 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Tufts University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-2083-2
Schlagwörter	Hochschulschrift; Dissertation; Biology; Teaching Assistants; Science Instruction; Introductory Courses; Scientific Research; Science Laboratories; Learner Engagement; Thinking Skills; Feedback (Response); Graduate Students; Undergraduate Students; Laboratory Experiments; Reports; Case Studies; Student Attitudes; Course Descriptions; Context Effect; Expectation; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Denkfähigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Laboratory work; Laborarbeit; Abschlussbericht; Berichten; Case study; Fallstudie; Case Study; Schülerverhalten; Kursstrukturplan; Expectancy; Erwartung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The science education literature documents the benefits of student engagement with scientific practices. Lab reports could be an opportunity for developing student reasoning, but often prioritize learning terminology and genre-specific writing. There is potential for instructors to give students feedback that helps them to engage with scientific practices; however, little work investigates whether and how instructors attend to student reasoning in written work in science. This work explores graduate instructor (TA) attention to lab reports in an introductory undergraduate biology course. I investigated TA attention within the context of their students' lab reports. In an initial study, TAs in a traditional lab course paid attention to genre. In the following year, the lab course was redesigned to focus on students making sense of their experimental findings. TAs paid attention to and engaged with student reasoning. The evidence suggests that course context influenced TA attention. In a case study to take a close look at a TA who participated in both studies, I show evidence that suggests she formed a sense of what she was doing--not simply following directions. I argue that instructor expectations about an activity--here, lab reports--are informed by the context in which the activity is situated; furthermore, instruction can reframe the purpose of labs and reports to support student engagement with reasoning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01