Chemistry Teaching Assistants' Beliefs in Project-Based Guided Inquiry Instruction

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-8 - Content Specific: Science Teaching and Learning SIG Roundtable Session

Abstract

This study examines the impact of a year-long professional development (PD) on chemistry teaching assistants’ (TAs) beliefs regarding project-based guided inquiry (PGBI) instruction. TAs received inquiry instruction during a summer workshop and College Science Teaching course. TAs also taught PGBI chemistry lab sections during the year. Beliefs about inquiry were defined in three dimensions: Value, Limitations, and Implementation. Results from the PBGI Beliefs survey indicate that TAs increased their beliefs in PBGI instruction following the PD. These results suggest that TAs can develop more positive beliefs in PBGI, if they receive sustained instruction on inquiry and engaged in developing and implementing PBGI labs for science courses. Results have implications for TA training and college science teaching and learning.

Authors

• Vivien Mweene Chabalengula, University of Virginia

• Frackson Mumba, University of Virginia

• Laura Ochs