What defines effective chemistry laboratory instruction? Student and teaching assistant perspectives

This study investigates student and teaching assistant (TA) perceptions of effective laboratory instruction within the context of the introductory chemistry laboratory. Questionnaires, interviews, and researcher observations were used to explore students' and TAs' perceptions of the qualities important for effective laboratory instruction. This study was conducted in two phases.; Phase one of the study employed a questionnaire containing both Likert-type statements and free response questions to assess students' and TAs' perceptions of effective laboratory instruction. Based on the results for Phase One, the student and TA questionnaires were modified to include only free response questions. The revised questionnaire was tested in the Phase Two pilot study. In addition to the revised questionnaire, the Phase Two main study employed researcher observations and semi-structured interviews to obtain a richer source of data. Student and TA questionnaire responses and researcher observations of the laboratory sections were used to generate interview questions for the student and TA individual and focus group interviews.; The findings of this study suggested that there was considerable agreement between students and TAs, and between groups of students in two different laboratory environments concerning the qualities important for effective laboratory instruction. However, closer examination of student and TA perceptions suggested that the characteristics, actions and behaviors that students perceived important described a proactive TA whereas researcher observations and TAs' self report of actions in the interviews described a more reactive TA role. These findings were used to suggest implications for TA training programs. Additionally, comparison of Phase Two pilot and Phase Two main study questionnaire responses indicated that the relative importance placed on different types of qualities may be dependent upon the laboratory instructional environment.