Evaluating the Impact of the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

Autor/inn/en	Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.
Titel	Evaluating the Impact of the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory
Quelle	In: Journal of Chemical Education, 94 (2017) 12, S.1831-1843 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flaherty, A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00370
Schlagwörter	Chemistry; Graduate Students; Teaching Assistants; Preservice Teacher Education; Science Laboratories; Laboratory Training; Outcomes of Education; Undergraduate Students; Cognitive Processes; Psychomotor Skills; Teacher Student Relationship; Interpersonal Communication; Verbal Communication; Audio Equipment; Program Effectiveness; Peer Teaching; Data Analysis; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Chemie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung; Laborkunde; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Psychomotorische Aktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Audio-CD; Peer group teaching; Peer Group Teaching; Auswertung; Ausland; Irland
Abstract	Designing and evaluating teacher development programs for graduate teaching assistants (GTAs) who teach in the laboratory is a prominent feature of chemistry education research. However, few studies have investigated the impact of a GTA teacher development program on the verbal interactions between participating GTAs and students in the undergraduate laboratory. Further, little research has been devoted to the development of an instructional model designed specifically for GTAs. This research set out to develop an instructional model to underpin a GTA teacher development program and to evaluate its impact on the cognitive and psychomotor verbal interactions between GTAs and students in the laboratory. Seven GTAs participated in the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" (TCL-GTA) program that featured the development and implementation of the "Meaningful Learning in the Laboratory" (MLL) instructional model seeking to nurture undergraduate students' cognitive, psychomotor, and affective domains of learning. The verbal interactions between each GTA and the students they interacted with were audio recorded for the entire duration of general chemistry laboratory sessions that took place before, during, and after the TCL-GTA program. The purpose of this article is to explore the influence of the TCL-GTA program on the cognitive and psychomotor verbal interactions between GTAs and undergraduate students during general chemistry laboratory sessions. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01