East Lansing, MI: National Center for Research in Teacher Education. For example, in developing the Computers as Learning Partners science curriculum unit, Linn and colleagues researched how well models of thermodynamics at various levels of abstraction supported students learning. Laboratory work also gives the students the opportunity to experience science by using scientific research procedures. Sanders, M. (1993). Journal of Science Education and Technology, 4(2), 103-126. To determine the current role of laboratory schools in the United States, the 123 existing laboratory schools were surveyed. Qualifications of the public school teacher workforce: Prevalence of out-of-field teaching 1987-88 to 1999-2000. Hein, G.E., and Price, S. (1994). Gather people close to focus them on what you are doing and consider the range of visual and auditory needs among your students to provide equitable access to the demonstration. In M.D. Hammer, D. (1997). London, England: Kluwer Academic. Portsmouth, NH: Heinemann. DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website. Thousand Oaks, CA: Corwin Press. Other studies indicate that high-quality professional development can encourage and support science teachers in leading a full range of laboratory experiences that allow students to participate actively in formulating research questions and in designing and carrying out investigations (Windschitl, 2004). It means figuring out what students comprehend by listening to them during their discussions about science. This lack of discussion may be due to the fact that high school science teachers depend heavily on the use of textbooks and accompanying laboratory manuals (Smith et al., 2002), which rarely include discussions. in a limited range of laboratory experiences that do not follow the principles of instructional design identified in Chapter 3. Maienschein, J. Linn, M.C., Davis, E.A., and Bell, P. (2004). Goldhaber, D.D. Literature review: The role of the teacher in inquiry-based education Teachers require deep conceptual knowledge of a science discipline not only to lead laboratory experiences that are designed according to the research, but also to lead a full range of laboratory experiences reflecting the range of activities of scientists (see Chapter 1). Teacher awareness of students science needs and capabilities may be enhanced through ongoing formative assessment. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. Educational Researcher, 15, 4-14. The changing nature of work: Implications for occupational analysis. Assistants show the students how to handle chemical spills, dispose of broken glassware and get rid of non-hazardous and chemical waste . The degree to which teachers themselves have attained the goals we speak of in this report is likely to influence their laboratory teaching and the extent to which their students progress toward these goals. Medical Laboratory Professionals: Who's Who in the Lab Marjolein Dobber a. , Rosanne Zwart b. , Marijn Tanis a b 1. , Bert van Oers a. American Educational Research Journal 35(3), 477-496. In many cases teachers ranked in-service training as their least effective source of learning (Windschitl, 2004, p. 16; emphasis in original). It may be useful, however, to begin . The elementary level science methods course: Breeding ground of an apprehension toward science? The laboratory has been given a central and distinctive role in science education, and science educators have suggested that there are rich benefits in learning from using laboratory activities. No national survey data are available to indicate whether science teachers receive adequate preparation time or assistance from trained laboratory technicians. Pre-service education and in-service professional development for science teachers rarely address laboratory experiences and do not provide teachers with the knowledge and skills needed to lead laboratory experiences. It is unclear whether these and other ad hoc efforts to provide summer research experiences reach the majority of high school science teachers. Teachers College Record, 105(3), 465-489. In N.M. Lambert and B.L. (1997). Crime scenes are set up and the students play the role of Crime Scene Investigators to process the scene. Ten Roles for Teacher Leaders - ASCD The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. He suggests that a high school physics teacher should know concepts or principles to emphasize when introducing high school students to a particular topic (p. 264). Schwartz, R., and Lederman, N. (2002). Studies in Science Education, 14, 33-62. The committee identified a limited portfolio of examples of promising approaches to professional development that may support teachers in leading laboratory experiences designed with clear learning outcomes in mind, thoughtfully sequenced into the flow of classroom science instruction, integrating the learning of science content and process, and incorporating ongoing student reflection and discussion. In M.C. The purpose of this paper is to explore and discuss the role of practical work in the teaching and learning of science at school level. It will show you how laboratory sessions can differ with respect to their aim and expected learning . Washington, DC: American Psychological Association. ), How students learn: Reforming schools through learner-centered education (pp. ), The student laboratory and the curriculum (pp. The final section concludes that there are many barriers to improving laboratory teaching and learning in the current school environment. But those connections are not enough: science sense-making discourse must also help students to develop understanding of a given science concept and create links between theory and observable phenomena. Some individual teachers told our committee that they did not have adequate preparation and cleanup time. In doing so, they showed teachers how laboratory experiences. Hirsch, E., Koppich, J.E., and Knapp, M.S. ), International handbook of science education (pp. Among these factors, curriculum has a strong influence on teaching strategies (Weiss, Pasley, Smith, Banilower, and Heck, 2003). Over the course of a years worth of pedagogical preparation and field experiences, the new teachers began to reorganize their knowledge of biology according to how they thought it should be taught. Shulman (1986, p. 8) has defined pedagogical content knowledge as: [A] special amalgam of content and pedagogy that is uniquely the province of teachers, their own form of professional understanding. These limits, in turn, could contribute to lower science achievement, especially among poor and minority students. Further research is needed to examine the scope and effectiveness of the many individual programs and initiatives. This paper explores the role of laboratory and field-based research experiences in secondary science education by summarizing research documenting how such activities promote science learning. People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. Teachers need to listen in a way that goes well beyond an immediate right or wrong judgment. Darling-Hammond, L., Berry, B., and Thoreson, A. Educational Evaluation and Policy Analysis, 23(1), 57-77. Further research is needed to evaluate these and other efforts to link scientists with K-12 education. Few professional development programs for science teachers emphasize laboratory instruction. Bell, P. (2004). Driver, R. (1995). Biology student teachers' ideas about purpose of laboratory work How should student learning in laboratory experiences be assessed? In this section we describe the difficulty school administrators encounter when they try to support effective laboratory teaching. The teaching communities that developed, with their new leaders, succeeded in obtaining additional resources (such as shared teacher planning time) from within the schools and districts (Gamoran et al., 2003) and also from outside of them. Equity for linguistically and culturally diverse students in science education. Portsmouth, NH: Heinemann. Hilosky, A., Sutman, F., and Schmuckler, J. Ingersoll, R. (2003). Laboratory Experiences and Student Learning - The National Academies Press The proper performance of these duties requires the undivided attention of the teaching assistant during each laboratory period. Journal of Research in Science Teaching, 30, 919-934. How can school organization contribute to effective laboratory teaching. The inequities in the availability of academically prepared teachers may pose a serious challenge to minority and poor students progress toward the. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. The guidelines note that simply maintaining the laboratory requires at least one class period per day, and, if schools will not provide teachers with that time, they suggest that those schools either employ laboratory technicians or obtain student help. Modifying cookbook labs. Tobin (Eds. What Are the Duties of a Student Lab Assistant? | Work - Chron The Technical Assistant's role is not to design curriculum, plan lessons or teach classes. fessional development aligned with the curricula leads to increases in students progress toward the goals of laboratory experiences (Slotta, 2004). Organizational conditions that support inquiry in high school science instruction. Assessing Laboratory Learning | UNSW Teaching Staff Gateway The laboratory has been given a central and distinctive role in science education, and science educators have suggested that there are rich benefits in learning from using laboratory activities. The Biological Sciences Curriculum Study. Between sessions, teacher participants reflected on what they were learning and applied some of it in their classrooms, following the active learning approach suggested by the research on professional development for science teachers. Washington, DC: National Academy Press. Lee, O. The National Research Council (NRC) Committee on Science and Mathematics Teacher preparation stated that studies conducted over the past quarter century increasingly point to a strong correlation between student achievement in K-12 science and mathematics and the teaching quality and level of knowledge of K-12 teachers of science and mathematics (National Research Council, 2001a, p. 4). teacher is teaching both chemistry and physics, requiring more preparation time (American Association of Physics Teachers, 2002). Collaborator. Professional development and preservice programs that combined laboratory experiences with instruction about the key concepts of the nature of science and engaged teachers in reflecting on their experiences in light of those concepts were more successful in developing improved understanding (Khalic and Lederman, 2000). They also spend a week doing laboratory research with a scientist mentor at the Fred Hutchinson Center or one of several other participating public and private research institutions in Seattle. They further report (Lederman, 2004, p. 8): By observing practicing scientists and writing up their reflections, teachers gained insight into what scientists do in various research areas, such as crystallization, vascular tissue engineering, thermal processing of materials, nutrition, biochemistry, molecular biology, microbiology, protein purification and genetics. They lock up all the reagents and unplug all electrical equipment to minimize the chances of accidents and fires. In a study of 100 preservice science teachers, only 20 percent reported having laboratory experiences that gave them opportunities to ask their own questions and to design their own science investigations (Windschitl, 2004). The limited evidence available indicates that some undergraduate science programs do not help future teachers develop full mastery of science subject matter. MyNAP members SAVE 10% off online. Hegarty-Hazel, E. (1990). (1998). Do you enjoy reading reports from the Academies online for free? Austin, TX: Southwest Educational Development Laboratory. This body of knowledge addressed the kind of laboratory instruction given to students, consideration of students with special needs, supportive teaching behaviors, models to engage students working in small groups, the sequencing of instruction, and modes of assessment (p. 121). Teachers, Laboratory Attendants and Gardeners must be made to attend, at regular . Journal of Chemical Education, 75(1), 100-104. Ferguson, R. (1998). The laboratory science teacher professional development program. Figure 1. The guidelines also call on administrators to schedule no more than 125 students per teacher per day, if the teacher is teaching only physics (the same laboratory activity taught several times may not require preparation) and no more than 100 students per teacher per day if the. Earn CE Get Involved Advocate/Support Your Profession This would require both a major changes in undergraduate science education, including provision of a range of effective laboratory experiences for future teachers, and developing more comprehensive systems of support for teachers. Learning to teach inquiry science in a technology-based environment: A case study. PDF The role and purpose of practical work in the teaching and earning of This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. You're looking at OpenBook, NAP.edu's online reading room since 1999. In 1999-2000, 39.4 percent of all physics teachers in public high schools had neither a major nor a minor in physics, 59.9 percent of all public high school geology teachers lacked a major or minor in geology, 35.7 percent of chemistry teachers lacked a major or minor in that field, and 21.7 percent of biology teachers had neither a major nor a minor in biology (National Center for Education Statistics, 2004). Bruner, J. PDF The school science laboratory: Considerations of learning, technology Philadelphia: Open University Press. Professional development opportunities for science teachers are limited in quality, availability, and scope and place little emphasis on laboratory instruction. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? Establishing classroom, lab, and field trip rules and regulations and ensuring that . Some research indicates that teachers do not respond to sustained professional development by taking their new knowledge and skills to other schools, but rather by staying and creating new benefits where they are. Washington, DC: National Academy Press. A survey of students, teachers, and volunteers yielded positive results. Project ICAN: Inquiry, Context, and Nature of Science. Associations of science teachers have taken differing positions on how administrators can best support teachers in preparing for and cleaning up after laboratory experiences. Glagovich, N., and Swierczynski, A. Millar, R., and Driver, R. (1987). Lynch, S., Kuipers, J., Pike, C., and Szeze, M. (in press). 4.8. Lab Professional - ASCP In the Seattle program, teachers attend a 13-day summer workshop in which they work closely with each other, master teachers, and program staff to develop expertise in molecular biology. Available at: http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. Clearly, their preservice experiences do not provide the skills and knowledge needed to select and effectively carry out laboratory experiences that are appropriate for reaching specific science learning goals for a given group of students. (1995). When students have more freedom to pose questions or to identify and carry out procedures, they require greater guidance to ensure that their laboratory activities help them to master science subject matter and progress toward the other goals of laboratory experiences. For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. A teacher knows how to work well as part of a team. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . Focusing laboratory experiences on clear learning goals requires that teachers understand assessment methods so they can measure and guide their students progress toward those goals. on specific instructional practices increased teachers use of these practices in the classroom. They should advise teachers where any concerns arise regarding safety, scheduling or resourcing of Science Teacher Responsibilities: Designing, developing, and delivering quality lesson plans and curricula that adhere to national and school guidelines. Using questioning to assess and foster student thinking. Javonovic, J., and King, S.S. (1998). Among teachers who acted as heads of science departments, 21 percent indicated that the lack of opportunities for teachers to share ideas was a serious problem for science instruction (Smith et al., 2002). 153-186). In addition, few high school teachers have access to curricula that integrate laboratory experiences into the stream of instruction. Summer research experiences that may enhance science teachers laboratory teaching need not take place in a laboratory facility. (1999). While teachers play an active role in lecture-based teaching methods, the students' role is usually reduced to sitting at their desks and listening passively to their teachers, to all. International Journal of Science Education 22(7), 665-701. NSTA position statement: Laboratory science. The role of the laboratory in science learning. (2000). Finally, adequate time is essential for student learning in laboratory experiences. What types of knowledge do teachers use to engage learners in doing science? The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). (2001a). (2002). Discovery learning and discovery teaching. Washington, DC: National Academy Press. Boys and girls in the performance-based classroom: Whos doing the performing? . Hanusek, E., Kain, J., and Rivkin, S. (1999). Gamoran, A., Anderson, C.W., Quiroz, P.A., Seceda, W.G., Williams, T., and Ashmann, S. (2003). Committee on High School Biology Education, Commission on Life Sciences. Before its too late: A report to the nation from the national commission on mathematics and science teaching for the 21st century. (Working paper prepared in collaboration with the National Conference of State Legislatures.) Center for Education. Priestley, W., Priestley, H., and Schmuckler, J. Show this book's table of contents, where you can jump to any chapter by name. New York: City College Workshop Center. London, England: Routledge. Rethinking laboratories. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. However, formulating such questions can be difficult (National Research Council, 2001a, 2001b). the photo below). The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. Improving high school science teachers capacity to lead laboratory experiences effectively is critical to advancing the educational goals of these experiences. Providing more focused, effective, and sustained professional development activities for more science teachers requires not only substantial financial resources and knowledge of effective professional development approaches, but also a coherent, coordinated approach at the school and district level. 7082.) The Role of the Laboratory in Science Teaching: Neglected Aspects of Ann Arbor, MI: University of Michigan Physics Department. In a guided-inquiry laboratory (GIL), the teacher provides the students with a question, or set of questions, and the students design an experiment to address the question(s). Science Education, 85(3), 263-278. The California Institute of Technology has a program to help scientists and graduate students work with teachers in elementary school classrooms in the Pasadena school district. They must consider how to clearly communicate the learning goals of the laboratory experience to their students. In addition, some researchers argue that, although professional development expends resources (time, money, supplies), it also creates new human and social resources (Gamoran et al., 2003, p. 28). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. A study of a much smaller sample of teachers yielded similar findings (Catley, 2004). This professional development institute also incorporated ongoing opportunities for discussion and reflection. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. In L.P. Steffe and J. Gale (Eds. A research agenda. Davis, and P. Bell (Eds. an increasingly important aspect of their general pedagogical knowledge. Goldhaber, D.D., and Brewer, D.J. In B.J. Harlen, W. (2001). Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released. Journal of Personnel Evaluation in Education, 11(1), 57-67. In B.J. Education Next, 2(1), 50-55. Duration (total contact hours, span of time). A study of Ohios Statewide Systemic Initiative in science and mathematics also confirmed that sustained professional development, over many hours, is required to change laboratory teaching practices (Supovitz, Mayer, and Kahle, 2000, cited in Windschitl, 2004, p. 20): A highly intensive (160 hours) inquiry-based professional development effort changed teachers attitudes towards reform, their preparation to use reform-based practices, and their use of inquiry-based teaching practices. Guiding students to formulate their own research questions and design appropriate investigations requires sophisticated knowledge in all four of the domains we have identified. Washington, DC: Author. A Japanese high school language lab shows students' positions Undergraduate science departments rarely provide future science teachers with laboratory experiences that follow the design principles derived from recent researchintegrated into the flow of instruction, focused on clear learning goals, aimed at the learning of science content and science process, with ongoing opportunities for reflection and discussion. Currently, teachers rarely provide opportunities for students to participate in formulating questions to be addressed in the laboratory. Cumulative and residual effects of teachers on future student academic achievement. teacher in the classroom and thus cause tension like tools, materials, negative working conditions, student violence on teachers, increasing teacher expectations and tiredness of teacher. Loucks-Horsley, Love, Stiles, Mundry, and Hewson (2003) provide a detailed design framework for professional development and descriptions of case studies, identifying strategies for improving science teaching that may be applicable to improving laboratory teaching. The authors of the review found that, when laboratory education is available, it focuses primarily on the care and use of laboratory equipment and laboratory safety. Seeking more effective outcomes from science laboratory experiences (Grades 7-14): Six companion studies. In C. Jencks and M. Phillips (Eds. The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. ReviewLiterature review: The role of the teacher in inquiry-based education. London, England: Kluwer Academic. As discussed in Chapters 2 and 3, there are curricula that integrate laboratory experiences into the stream of instruction and follow the other instructional design principles. Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. They should be proactive in every aspect of laboratory safety, making safety a priority. (2002). Arlington, VA: National Science Foundation. Committee on Science and Mathematics Teacher Preparation, Center for Education. Cambridge, MA: National Bureau of Economic Research. Zahopoulos, C. (2003). Share a link to this book page on your preferred social network or via email. Abstract available at: http://epx.sagepub.com/cgi/content/abstract/17/5/613 [accessed May 2005]. Supovitz, J.A., Mayer, D.P., and Kahle, J. Finally, an . This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. In reviewing the state of biology education in 1990, an NRC committee concluded that few teachers had the knowledge or skill to lead effective laboratory experiences and recommended that "major new programs should be developed for providing in-service education on laboratory activities" (National Research Council, 1990, p. 34). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Atkin, P. Black, and J. Coffey (Eds.). Seattle: University of Washington, Center for the Study of Teaching and Policy. Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. a deeper understanding of abstract concepts and theories gained by experiencing and visualising them as authentic phenomena the skills of scientific enquiry and problem-solving, including: recognising and defining a problem formulating hypotheses designing experiments collecting data through observation and/or experimentation interpreting data ), Faculty development for improving teacher preparation (pp. The contents of the institute were developed on the basis of in-depth field interviews and literature reviews to tap the practical knowledge of experienced science teachers. School administrators play a critical role in supporting the successful integration of laboratory experiences in high school science by providing improved approaches to professional development and adequate time for teacher planning and implementation of laboratory experiences. Large majorities of students indicated that the program had increased their interest in science, while large majorities of teachers said they would recommend the program to other teachers and that the volunteers had had a beneficial effect on their science teaching. Results of the study also confirmed the effectiveness of providing active learning opportunities. Journal of Science Education and Technology, 13(2), 189-206. The Biological Sciences Curriculum Study, a science curriculum development organization, has long been engaged in the preservice education of science teachers and also offers professional development for inservice teachers. After completion of the course, teachers classroom behaviors were videotaped and analyzed against traditional and reformed instructional strategies. The importance of pedagogical content knowledge challenges assumptions about what science teachers should know in order to help students attain the goals of laboratory experiences. A teachers academic science preparation appears to affect student science achievement generally. This earlier research indicated that, just as engaging students in laboratory experiences in isolation led to little or no increase in their understanding of the nature of science, engaging prospective or current science teachers in laboratory activities led to little or no increase in their understanding of the nature of science.
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