A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories
Year: 2021
Type: article
Abstract: A new teaching assistant model was adopted and qualitatively assessed for the general chemistry laboratory, in which both an undergraduate and a graduate teaching assistant provided instruction to students during the lab. Verbal interactions between graduate and undergraduate teaching assistants were recorded, transcribed, and coded using the modified Laboratory Observation Protocol for Undergraduate STEM (LOPUS). The codes were applied to capture how discussions, questioning, and explanations were conducted. In addition, the content discussed was coded to identify specific areas that pose challenges for students. Sizable differences were not observed between the number of interactions of the initiation, explanation, and questioning codes between graduate and undergraduate teaching assistants. Of the interactions, 77% focused on questions and discussions regarding the experimental setup. Discussions on the implications with regards to the effective use of undergraduate and graduate teaching assistants in chemistry laboratories are included.
Source: Education Sciences
Institutions: University of California, Davis, Duke University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,512
OpenAlex ID: W3207299898