NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ925659
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0950-0693
Perceptions and Practices: Biology Graduate Teaching Assistants' Framing of a Controversial Socioscientific Issue
Gardner, Grant; Jones, Gail
International Journal of Science Education, v33 n8 p1031-1054 2011
Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in-depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A