This study reports the fidelity of implementation by Graduate Teaching Assistants (GTAs) of the Argument-Driven Inquiry (ADI) instructional model in introductory chemistry and introductory physics laboratories at East Carolina University. The ADI instructional model had been fully implemented in the general chemistry I & II laboratories for several semesters, whereas general physics I & II laboratories were observed during the first semester of course wide implementation. An ADI specific observation protocol was developed and used to document the facilitation techniques of two GTAs during three investigations during Fall 2018 and Spring 2019. This observation protocol considered each aspect of the ADI instructional model and therefore provides information about fidelity of implementation. A validated laboratory practical exam that measured student proficiency with general science practices as well as discipline-specific practices was administered at the end of each course. There was no difference in the median scores on the end-of-course lab practical for the students in the general chemistry I and general physics II sections, whereas there was a significant difference in the median scores by the students in general chemistry II and general physics I laboratories. For the courses that had significant differences, the ADI specific observation protocol indicated that one of the GTAs had provided more <i>student-centered </i>techniques while the other GTA had provided <i>instructor-centered </i>techniques during key the stages of the ADI instructional model.

Graduate teaching assistant fidelity of implementation in introductory chemistry and physics laboratories: Impact on science practice proficiency

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

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