How do Laboratory Teaching Assistants Learn to Support Science Practices? Exploring the Intersection Between Instructor Reasoning and Actions.

ABSTRACT: Undergraduate laboratory courses can provide opportunities for students to participate in science practices. This requires rethinking both curricula and instruction. Science practice-based courses require students to be positioned as epistemic agents, implying a shift in instructor role. Teaching assistants (TAs) are the primary instructors for laboratory courses. The current study aims to understand how TAs support students in science practices. Specifically, we sought to characterize variation in teaching and to understand how TAs learned and adapted their teaching approaches over time. Our study takes place in the context of a large, introductory laboratory course, Authentic Inquiry through Modeling in Biology (AIB-Bio). Our approach investigated the intersection between instructor reas

SUBMITTER: Cooper AC 

PROVIDER: S-EPMC11659852 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature