A Study of Divergent TA Teaching Styles in Inquiry Based Laboratory Education

Persistent Link:
http://hdl.handle.net/10150/193856
Title:
A Study of Divergent TA Teaching Styles in Inquiry Based Laboratory Education
Author:
Little, James
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation is a study of the divergent behaviors evidenced by different TAs teaching inquiry based physics laboratories with minimal preparation on how to use techniques such as Socratic dialogue, wait time, and time management. The revised physics laboratory curricula, a four semester laboratory sequence, were studied over the course of two years and one of the laboratory manuals was rewritten and new techniques of TA training developed in order to align TA behavior with the ideals of inquiry based education. This revision was only partially successful, aiding TAs dramatically in improving their time management skills and use of their time, however not yielding dramatic improvements in their use of Socratic dialogue or leading questions.
Type:
text; Electronic Dissertation
Keywords:
Physics
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Physics; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Novodvorsky, Ingrid

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleA Study of Divergent TA Teaching Styles in Inquiry Based Laboratory Educationen_US
dc.creatorLittle, Jamesen_US
dc.contributor.authorLittle, Jamesen_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation is a study of the divergent behaviors evidenced by different TAs teaching inquiry based physics laboratories with minimal preparation on how to use techniques such as Socratic dialogue, wait time, and time management. The revised physics laboratory curricula, a four semester laboratory sequence, were studied over the course of two years and one of the laboratory manuals was rewritten and new techniques of TA training developed in order to align TA behavior with the ideals of inquiry based education. This revision was only partially successful, aiding TAs dramatically in improving their time management skills and use of their time, however not yielding dramatic improvements in their use of Socratic dialogue or leading questions.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectPhysicsen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplinePhysicsen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairNovodvorsky, Ingriden_US
dc.contributor.committeememberWing, Williamen_US
dc.contributor.committeememberPsaltis, Dimitriosen_US
dc.contributor.committeememberShupe, Michaelen_US
dc.contributor.committeememberDienes, Keithen_US
dc.identifier.proquest1715en_US
dc.identifier.oclc659746300en_US
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