Developing Chemistry Teaching Assistants' Pedagogical Orientations Toward Inquiry Instruction

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Abstract

This study reports on chemistry teaching assistants’ (TAs) pedagogical orientations towards inquiry instruction before and after intervention. TAs received instruction on inquiry through one-week summer workshop, and College Science Teaching Course offered during the academic year. TAs also taught project-based guided inquiry (PBGI) labs in general chemistry courses and discussion sections during the academic year. Results show that TAs’ initial pedagogical orientations towards chemistry teaching centered on instructors presenting science concepts directly and explaining it to the whole class, and the instructor takes and answers student questions. After intervention, TAs’ pedagogical orientations centered on allowing students to explore scientific phenomena, with the instructor guiding them towards the desired concepts arising from activities, and students communicating their explanations and justifications.

Authors

• Frackson Mumba, University of Virginia

• Lindsay Wheeler, University of Virginia

• Vivien Mweene Chabalengula, University of Virginia

• Laura Ochs