NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ988878
Record Type: Journal
Publication Date: 2012-Sep
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0047-231X
Developing Graduate Students' Knowledge of Hardy-Weinberg Equilibrium through Lesson Study
Dotger, Sharon; Barry, Deborah; Wiles, Jason; Benevento, Elizabeth; Brzozowski, Frances; Hurtado-Gonzales, Jorge; Jacobs, Nicole; Royse, Ellen; Sen, Debjeet; Snyder, Julia; Stokes, Robert; Wisner, Ellen
Journal of College Science Teaching, v42 n1 p40-44 Sep 2012
Existing research on the development of graduate students' teaching competency focuses on the need for their learning opportunities to be contextualized to their specific content area and course structure. A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly address this need for contextualized learning. During this lesson study collaboration, the participants designed a new laboratory focused on Hardy-Weinberg equilibrium. This article overviews our application of lesson study and data we gathered about participants' learning. We found that the participants were able to articulate two types of rationales for their teaching: rationales for lesson design and rationales for the importance of including Hardy-Weinberg equilibrium in undergraduate biology. We conclude with implications of lesson study for graduate teaching assistant development.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States