Development Of Biology Graduate Laboratory Assistants' Conceptualizations Of Teaching Science As Inquiry

This qualitative study examines how four novice graduate student instructors of undergraduate non-majors' biology laboratory sections developed their conceptualizations of teaching science as inquiry over the course of a one-semester teaching assignment. While teaching, the graduate laboratory assistants (GLAs) were involved in an instructor preparation program on teaching science as inquiry. Three of the GLAs developed pedagogically appropriate conceptualizations of teaching science as inquiry, but the fourth was only able to conceptualize inquiry in relation to his work as a scientist. These results indicate that professional development on teaching science as inquiry can shape GLAs' beliefs about what it means to teach science as inquiry, but other factors may also affect how they conceptualize inquiry teaching practices. Future research should include. further analysis of the outside factors identified in this study and whether the developed conceptualizations affect the actual teaching in which instructors engage.