The impact of teaching on graduate teaching assistants (GTAs) has rarely been the focus of research. We decided to investigate the effect that instructional environments have on GTA's researcher skills. Metacognition plays a relevant role in research and personal epistemology is strongly tied to identity development and expectations and ways of learning. Therefore, we focused our study on GTA's epistemological and metacognitive developments in relation to their role in the instructional environment. Two general chemistry laboratory programs were studied, one that used a cooperative project-based approach and one based on traditional verification type experiences. The characteristics of these programs will be presented. Data collection was primarily based on GTA end of the semester interviews that were analyzed utilizing a phenomenological approach. Evidence will be discussed that suggests that appropriate teaching experiences may contribute to better prepare graduate students for their journey in becoming scientists and to embark on successful research.

Effect of facilitating general chemistry laboratories on graduate teaching assistants' development as scientists

239th National Meeting (2010)

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