The Instructor's Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices

Autor/inn/en	Cooper, A. C.; Southard, K. M.; Osness, J. B.; Bolger, M. S.
Titel	The Instructor's Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices
Quelle	In: CBE - Life Sciences Education, 21 (2022) 1, Artikel 9 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Teacher Role; Intention; Science Instruction; Undergraduate Students; Research Training; Laboratory Experiments; Inquiry; Authentic Learning; Active Learning; Biology; Teaching Methods; Scientific Research; Science Process Skills; Comparative Analysis; Decision Making; Models; Teacher Attitudes; College Faculty + Suchen Sie Ihr Suchwort? Lehrerrolle; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboratory work; Laborarbeit; Aktives Lernen; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Analogiemodell; Lehrerverhalten; Fakultät
Abstract	Limited access to undergraduate research experiences for science, technology, engineering, and mathematics students has led to creation of classroom-based opportunities for students to participate in authentic science. Revising laboratory courses to engage students in the practices of science has been shown to have many benefits for students. However, the instructor's role in successful implementation of authentic-inquiry curricula requires further investigation. Previous work has demonstrated that navigating an instructional role within the open-ended format of an inquiry curriculum is challenging for instructors. Little is known about effective strategies for supporting students in authentic scientific practices. To address this challenge, we investigated instructors with prior experience teaching Authentic Inquiry through Modeling in Biology (AIM-Bio) in order to reveal strategies that are likely to help students succeed in this context. We took a unique approach that uncovered how instructors supported students and how they intended to support students in the scientific practices of modeling and experimental design. Analysis included in vivo recordings of instructor-student interactions paired with instructor interviews over the course of a semester. Findings detail the ways in which instructors flexibly responded to students through their in-the-moment actions. Additionally, the instructor intentions provided crucial explanatory power to explain the rationale behind teaching choices made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01