Exploratory Study of the Impact of a Teaching Methods Course for International Teaching Assistants in an Inquiry-Based General Chemistry Laboratory

Abstract

This study explored students' perceptions of instructional practices of international teaching assistants (ITAs) who did and did not participate in additional professional development through a Teaching Methods course. The study also sought to understand the components of the Teaching Methods course that supported ITAs in inquiry-based chemistry lab instruction. Participants were treatment ITAs (n = 4), control ITAs (n = 5), and students who were enrolled in a project-based guided inquiry (PBGI) introductory chemistry lab II course (n = 341). All ITAs attended a week-long course-specific training for all TAs, while treatment ITAs received additional professional development (PD) on teaching through a semester-long Teaching Methods course with all department TAs. Data on students' perceptions of their ITAs were collected using a postsurvey that included Likert-scale items and open-ended questions. We also collected written reflection assignments from treatment ITAs. Data were analyzed using quantitative and qualitative methods. Likert questions were analyzed using Wilcoxon signed-rank tests, and qualitative data from student surveys and TA reflections were analyzed using an inductive content analysis approach. Students with treatment ITAs (n = 160) qualitatively reported more positive perceptions of ITAs' instructional practices and learning outcomes than students of control ITAs (n = 181). Specifically, treatment ITAs were reported to be significantly more supportive, interactive, and effective than control ITAs (all p values <0.001). Treatment ITAs reported increased understanding of their role as facilitators of student learning in PBGI laboratories. Results also suggest that the Teaching Methods course, along with concurrent teaching experience, enabled treatment ITAs to increase their confidence in teaching PBGI laboratories and to provide a supportive learning environment to students. These findings imply that TAs can learn more about active learning approaches and how to support student learning in inquiry-based chemistry lab if they receive sustained instruction on learning theories and inquiry and engage in reflective practice. Results have implications for ITA training and on chemistry teaching and learning.

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

“…Active learning and teaching methods referring to the constructivism theory have been widely explored and applied to chemical education at different levels from the primary school to the university [40,[70][71][72][73][74][75][76][77]. Chemistry is indeed a very experimental discipline and the role of laboratorial activities, where students are actively involved in all steps of the learning process, has been recognized as a central aspect of chemistry education [12,18,63,66,[78][79][80].…”

A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories

“…Recitations are incorporated with general and organic chemistry to supplement lectures and reinforce problem solving, and lab instruction is incorporated to provide effective hands-on experience for students to engage in the content [2]. Learning in the lab gives students a different perspective on the material by introducing ways to apply concepts in practice [3] and discover concepts. Because the laboratory component provides an additional layer for promoting learning and resonates strongly with various learning styles [4], instruction in laboratories has been proven to increase students' understanding of chemistry concepts [5].…”

“…Being the sole lab instructor, GTAs are an integral part of student learning within the lab and play a large role in stimulating students' interest in learning science [6]. Students' close interactions with GTAs improve their motivation and, in turn, spark an interest in STEM majors [3,9]. GTAs play a key role in maintaining students' interest and supporting students' interest by connecting abstract concepts and an invisible world to concrete products [4].…”

“…GTAs play a key role in maintaining students' interest and supporting students' interest by connecting abstract concepts and an invisible world to concrete products [4]. Therefore, GTAs not only support students' understanding of concepts behind the experiments, but also help students apply these principles to real-world issues [3]. Without proper guidance, students may lose interest in STEM subjects due to confusion regarding connections between experimental findings and real-world applications [3,9].…”

“…Therefore, GTAs not only support students' understanding of concepts behind the experiments, but also help students apply these principles to real-world issues [3]. Without proper guidance, students may lose interest in STEM subjects due to confusion regarding connections between experimental findings and real-world applications [3,9].…”