Chemistry Graduate Teaching Assistants: A Comparison of the Classroom Discourse within Expository and Problem-Based Learning Laboratories
Date of Award
Master of Science
Dr. Megan Grunert
Dr. Steven Bertman
Dr. Sherine Obare
GTAs, discourse, PBL, constructivism, teaching practice
Masters Thesis-Open Access
Graduate Teaching Assistants (GTAs) commonly function as instructors within undergraduate chemistry laboratories. This study sought to explore and describe GTA classroom discourse within two distinct instructional modes, using discourse analysis as the theoretical framework. Theclassroom discourse within a series of verification style labs was comparedto the classroom discourse produced within a set of Problem-Based Learning (PBL) labs. The results suggest three primary findings: (1) the apparent relationship between the instructional mode and form of GTA classroom discourse, (2) the patterns in classroom discourse observed within a given instructional mode repeat, irrespective of content, and (3) the classroom discourse observed within the PBL labs exemplified a constructivist learning environment. The findings of this study maybe used to guide stakeholders in generating discovery-driven and learner-centered classrooms where GTAs serve as instructors.
Current, Kelley M., "Chemistry Graduate Teaching Assistants: A Comparison of the Classroom Discourse within Expository and Problem-Based Learning Laboratories" (2014). Masters Theses. 512.
Chemistry Commons, Higher Education and Teaching Commons, Science and Mathematics Education Commons