Using the Science Writing Heuristic: Training Chemistry Teaching Assistants
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| Title: | Using the Science Writing Heuristic: Training Chemistry Teaching Assistants |
|---|---|
| Language: | English |
| Authors: | Burke, K. A., Hand, Brian, Poock, Jason |
| Source: | Journal of College Science Teaching. Sep 2005 35(1):36-36. |
| Availability: | National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782 (Toll Free); Web site: http://www.nsta.org. |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Teaching Methods, Heuristics, Chemistry, Teaching Assistants, Science Instruction, Graduate Students, Inquiry, Laboratory Experiments, Teacher Education, Writing (Composition), Mentors |
| ISSN: | 0047-231X |
| Abstract: | Graduate teaching assistants (TAs) are hired to assume some of the teaching duties in large general chemistry programs. They serve as liaisons between students enrolled in the course and the professor in charge. Being assigned to teach immediately on arrival at graduate school may be overwhelming to novice graduate students. When sending them into the classroom, professors assume that they know what a TA is and how to teach, understand how the class is structured, are comfortable being placed in a position of authority, completely understand the chemistry level they are to teach, and convey enthusiasm for their material and for their task. Promoting the use of the Science Writing Heuristic (SWH) among novice teaching assistants at a large university is facilitated by a program of instructional training and mentoring. Sessions include hands-on activities with guided inquiry in tandem with elements of the SWH. These provide TAs with the opportunity to both experience and practice integrating the SWH. (Contains 1 resource.) |
| Abstractor: | ERIC |
| Entry Date: | 2006 |
| Accession Number: | EJ725447 |
| Database: | ERIC |
| Abstract: | Graduate teaching assistants (TAs) are hired to assume some of the teaching duties in large general chemistry programs. They serve as liaisons between students enrolled in the course and the professor in charge. Being assigned to teach immediately on arrival at graduate school may be overwhelming to novice graduate students. When sending them into the classroom, professors assume that they know what a TA is and how to teach, understand how the class is structured, are comfortable being placed in a position of authority, completely understand the chemistry level they are to teach, and convey enthusiasm for their material and for their task. Promoting the use of the Science Writing Heuristic (SWH) among novice teaching assistants at a large university is facilitated by a program of instructional training and mentoring. Sessions include hands-on activities with guided inquiry in tandem with elements of the SWH. These provide TAs with the opportunity to both experience and practice integrating the SWH. (Contains 1 resource.) |
|---|---|
| ISSN: | 0047-231X |
