<br/>Graduate teaching assistants (GTAs) in chemistry play a critical role in undergraduate education as they are often lead facilitators in recitations and lab-based courses. In this study we observed the nature of verbal interactions of a GTA over the course of a semester. The GTA participated in professional development focused on implementing a guided-inquiry curriculum. Training included weekly group meetings, monthly pedagogy workshops, pre-semester microteaching and a rehearsal in a mixed-reality simulated classroom. Data from 4 observations, an end of semester interview, undergraduate student focus group interviews, and recorded simulator sessions were analyzed to describe how the nature of verbal interactions developed over the course of the semester.

Describing the nature of verbal interactions of graduate teaching assistants in an inquiry-based general chemistry laboratory

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.