是什么困扰着你? 检查生物学教学助理如何谈论教学问题
Hillary A Barron1, Lorelei E Patrick2, Julie C Brown3
1Department of Biology, School of Sustainability and Life Sciences, Bemidji State University, Bemidji, Minnesota, USA.
Journal of microbiology & biology education
|June 5, 2025
概括
在科学课上使用主动学习的教学助理 (TA) 提高了学生的参与度. 了解TA的教学问题是开发有效的专业发展 (PD) 以更好的科学教学的关键.
科学领域:
- 科学教育研究科学教育研究
- 本科科学教学学科的教育学.
背景情况:
- 积极学习和真正的科学实践提高本科生科学参与度和表现.
- 非专业往往接受基于讲座的指导,导致缺乏兴趣和较低的表现.
- 教学助理 (TA) 显著影响本科科学学习经验.
研究的目的:
- 探索TA对其科学教学的看法.
- 识别TA对其教学方法的担忧.
- 为有效的TA专业发展 (PD) 设计提供信息.
主要方法:
- 分析TA书面反思的定性研究.
- 利用了第一和第二周期分析技术.
- 确定了在TA教学中的新兴主题,TA教学的观念和关注点.
主要成果:
- 关于TA的问题集中在特定的主题,以学生为中心,以及交付/演示问题上.
- 担忧随着时间的推移而演变.
- 根据TA经验水平,人们的担忧有所不同.
结论:
- 关于TA教学的关注点是多方面的和动态的.
- 对TA问题的洞察力可以指导开发有针对性的PD计划.
- 有效的PD可以提高TA实施基于证据的教学实践的能力.
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