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ERIC Number: EJ964633
Record Type: Journal
Publication Date: 2011-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0047-231X
Assessment of a Constructivist-Motivated Mentoring Program to Enhance the Teaching Skills of Atmospheric Science Graduate Students
Drossman, Howard; Benedict, Jim; McGrath-Spangler, Erica; Van Roekel, Luke; Wells, Kelley
Journal of College Science Teaching, v41 n2 p72-81 Nov 2011
This article describes a collaborative mentoring program in which graduate students (fellows) from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. The mentorship allowed fellows to develop and test the effectiveness of curriculum based on the Process Oriented Guided Inquiry Learning (POGIL) approach. Qualitative analysis of narratives from four fellows who completed the mentoring program in an upper-level undergraduate atmospheric science class was used to develop three hypotheses about approaches to mentoring and teaching: (1) a constructivist-motivated approach to mentoring effectively allows graduate fellows to learn about constructivist-motivated pedagogy, (2) graduate fellows learn to formulate hypotheses related to the scholarship of teaching and learning by reflecting on their development and use of pedagogical innovations, and (3) the development and use of POGIL assignments and associated classroom pedagogy promotes graduate students' understanding of cognitive and social constructivist principles. (Contains 1 table and 3 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado