Hammer, D. (1997). National Research Council. Once on the job, science teachers have few opportunities to improve their laboratory teaching. Elementary School Journal, 97(4), 401-417. DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. In N.M. Lambert and B.L. Songer, C., and Mintzes, J. It may also be because teachers lack the content knowledge, pedagogical content knowledge, general pedagogical knowledge, and knowledge of assessment required to lead such discussions (Maienschein, 2004; Windschitl, 2004). Laboratory Learning: An Inservice Institute. The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). Pedagogical content knowledge may include knowing what theories of natural phenomena students may hold and how their ideas may differ from scientific explanations, knowledge of the ideas appropriate for children to explore at different ages, and knowledge of ideas that are prerequisites for their understanding of target concepts. Linn, M.C. (2001). For example, HHMI has funded summer teacher training workshops at the Cold Spring Harbor Laboratory for many years, and also supports an ongoing partnership between the Fred Hutchinson Cancer Research Center and the Seattle, Washington, public schools (Fred Hutchinson Cancer Research Center, 2003). Earn CE Get Involved Advocate/Support Your Profession Pedagogical content knowledge can help teachers and curriculum developers identify attainable science learning goals, an essential step toward designing laboratory experiences with clear learning goals in mind. Many preservice teachers hold serious misconceptions about science that are similar to those held by their students (Anderson, Sheldon, and Dubay, 1990; Sanders, 1993; Songer and Mintzes, 1994; Westbrook and Marek, 1992, all cited in Windschitl, 2004). At the same time, teachers must address logistical and practical concerns, such as obtaining and storing supplies and maintaining laboratory safety. Journal of Science Education and Technology, 13(2), 189-206. (2002). They should be proactive in every aspect of laboratory safety, making safety a priority. The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom. The final section concludes that there are many barriers to improving laboratory teaching and learning in the current school environment. (1990). A cross-age study of student understanding of the concept of homeostasis. What is the current status of labs in our nations high schools as a context for learning science? However, an analysis of national survey data indicates that teachers in block schedules do not incorporate more laboratory experiences into their instruction (Smith, 2004). 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). Teachers help their colleagues by sharing instructional resources. Science Education, 77(1), 25-46. Available at: http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. 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. When one college physics professor taught a high school physics class, he struggled with uncertainty about how to respond to students ideas about the phenomena they encountered, particularly when their findings contradicted accepted scientific principles (Hammer, 1997). The Higher Education Chemistry (RSC), 5 (2), 42-51. 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. Classroom assessment and the national science education standards. Improving science teachers conceptions of nature of science: A critical review of the literature. This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. 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. Hanusek, E., Kain, J., and Rivkin, S. (1999). The proper performance of these duties requires the undivided attention of the teaching assistant during each laboratory period. People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. They lock up all the reagents and unplug all electrical equipment to minimize the chances of accidents and fires. Gamoran and colleagues found that, although the educational researchers provided an infusion of expertise from outside each of the six school sites, the professional development created in collaboration with the local schools had its greatest impact in supporting local teachers in developing their own communities. Jump up to the previous page or down to the next one. McComas, W.F., and Colburn, A.I. Generally, the body of research is weak, and the effects of teacher quality on student outcomes are small and specific to certain contexts. Teachers require several types of knowledge to succeed in these multiple activities, including (1) science content knowledge, (2) pedagogical content knowledge, (3) general pedagogical knowledge, and (4) knowledge of appropriate assessment techniques to measure student learning in laboratory education. Participant teachers were also interviewed. The teaching profession is evolving on a regular basis, with new technology being incorporated into teaching methods and information updated regularly. 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. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. Teachers also need to know how to judge the quality of students oral presentations. Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. These studies confirm earlier research findings that even the best science curriculum cannot teach itself and that the teachers role is central in helping students build understanding from laboratory experiences and other science learning activities (Driver, 1995). Life in science laboratory classrooms at the tertiary level. Using questioning to guide student thinking. ), Constructivism in education. Duration (total contact hours, span of time). There are promising examples of teacher professional development focused on laboratory experiences. 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. Science Education, 88, 28-54. Lederman, N.G. 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. Why staying ahead one chapter doesnt really work: Subject-specific pedagogy. Teachers, Laboratory Attendants and Gardeners must be made to attend, at regular . 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). Washington, DC: Author. Fraser and K.G. National Research Council. Report equipment problems in writing to the Lab Staff. Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Playing this critical role requires that teachers know much more than how to set up equipment, carry out procedures, and manage students physical activities. What does research tell us about learning in high school science labs? Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). Review of Educational Research, 52 (2), 201-217. Journal of Research in Science Teaching, 29, 51-61. Professional Development Partnerships with the Scientific Community. Given the vast array of possible courses led by Teaching Assistants at UWM, their individual roles will vary considerably. 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. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Teachers may help children become more confident and proficient readers by breaking down the reading comprehension process into discrete subtasks and offering targeted teaching and feedback on each one. Only a few high school students are sufficiently advanced in their knowledge of science to serve as an effective scientific community in formulating such questions. Block scheduling is one approach schools have used to provide longer periods of time for laboratory activities and discussion. Hirsch, E., Koppich, J.E., and Knapp, M.S. The investigators found that professional development focused. Linn describes aspects of the model as pragmatic principles of heat that are more accessible goals than the microscopic view of heat that is commonly taught (Linn, 1997, p. 410). Science Teacher (October), 40-43. Although the time frame of the study prevented analysis of whether the teacher communities were sustained over time, the results suggest that school districts can use focused professional development as a way to create strong teaching communities with the potential to support continued improvement in laboratory teaching and learning. 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. Hillsdale, NJ: Lawrence Erlbaum. (1995). Page 111 Share Cite. They found that a heat-flow model was better able to connect to middle school students knowledge about heat and temperature than a molecular-kinetic model (Linn, Davis, and Bell, 2004). Learning in the laboratory: Some thoughts from the literature. The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. For example, Northeastern University has established a program called RE-SEED (Retirees Enhancing Science Education through Experiments and Demonstration), which arranges for engineers, scientists, and other individuals with science backgrounds to assist middle school teachers with leading students in laboratory experiences. McComs (Eds. Laboratory training is also frequently used to develop skills necessary for more advanced study or research. Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. London, England: Routledge. Education Economics, 7(3), 199-208. Available at: http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2005]. DeSimone, L.M., Porter, A.S., Garet, M.S., Yoon, K.S., and Birman, B. 100 Washtenaw Ave. Ingersoll, R. (2003). Do you want to take a quick tour of the OpenBook's features? Schwartz, R., and Lederman, N. (2002). 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). What can they contribute to science learning? (2004). Data from a 2000 survey of science and mathematics education indicate that most current science teachers participate infrequently in professional development activities, and that many teachers view these activities as ineffective (Hudson, McMahon, and Overstreet, 2002). The available evidence indicates that the current science teaching workforce lacks the knowledge and skills required to lead a range of effective laboratory experiences. CrossRef Google Scholar Johnstone, A. H., & Al-Shuaili, A. On the basis of a review of the available research, Lunetta (1998, p. 253) suggests that, for students, time should be provided for engaging students in driving questions, for team planning, for feedback about the nature and meaning of data, and for discussion of the implications of findings, and laboratory journals should provide opportunities for individual students to reflect upon and clarify their own observations, hypotheses, conceptions.. Laboratories in science education: Understanding the history and nature of science. Science for all, including students from non-English-language backgrounds. Rethinking laboratories. Educational Researcher, 15, 4-14. Washington, DC: National Academy Press. Hofstein, A., and Lunetta, V.N. National Science Teachers Association. 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. These professionals use specialized instrumentation and techniques to analyze patients' samples, such as blood, urine, body fluids and tissue, and stool. (2003). One study illustrates undergraduate students lack of exposure to the full range of scientists activities, and the potential benefits of engaging them in a broader range of experiences. As teachers move beyond laboratory experiences focusing on tools, procedures, and observations to those that engage students in posing a research question or in building and revising models to explain their observations, they require still deeper levels of science content knowledge (Windschitl, 2004; Catley, 2004). (2000). It appears that the uneven quality of current high school laboratory experiences is due in part to the preparation of science teachers to lead these experiences. Teachers need to listen in a way that goes well beyond an immediate right or wrong judgment. In this section we describe the difficulty school administrators encounter when they try to support effective laboratory teaching. You will need to develop your own teaching style, your own way of interacting with students, and your own set of actions that determine the learning atmosphere of the classroom. Formulating research questions appropriate for a science classroom and leading student discussions are two important places where the interaction of the four types of knowledge is most evident. As is known, it is suggested that closedended - experiments cannot contribute much to meaningful the learning of students [13]. Available at: http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html. Using questioning to assess and foster student thinking. Do all student have access to laboratory experiences? One study indicated that significant change in teaching practice required about 80 hours of professional development (Supovitz and Turner, 2000). It is unclear whether these and other ad hoc efforts to provide summer research experiences reach the majority of high school science teachers. Because many current science teachers have demographic backgrounds different from their students (Lee, 2002; Lynch, Kuipers, Pyke, and Szeze, in press), the ability to communicate across barriers of language and culture is. 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. 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. 791-810). They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. Crime scenes are set up and the students play the role of Crime Scene Investigators to process the scene. Darling-Hammond, L., Berry, B., and Thoreson, A. Teachers must consider how to select curriculum that integrates laboratory experiences into the stream of instruction and how to select individual laboratory activities that will fit most appropriately into their science classes. Science Education, 75, 121-133. Project ICAN includes an intensive three-day summer orientation for science teachers followed by full-day monthly workshops from September through June, focusing on the nature of science and scientific inquiry. Educational Evaluation and Policy Analysis, 24(2), 81-112. Davis, and P. Bell (Eds. New York: City College Workshop Center. ), Knowledge base for the beginning teacher. In D.G. Glagovich, N., and Swierczynski, A. Washington, DC: Author. Smith, S. (2004). Moreover, the teacher console (keyboard) is usually fitted with a tape recorder to monitoring each compartment in the class by the teacher headset and an intercom facility to enable 2-way communication between the teacher and his/her students individually. Tobin (Eds. East Lansing, MI: National Center for Research in Teacher Education. How should student learning in laboratory experiences be assessed? (2001). Properly designed laboratory investigations should: have a definite purpose that is communicated clearly to students; focus on the processes of science as a way to convey content; incorporate ongoing student reflection and discussion; and enable students to develop safe and conscientious lab habits and procedures (NRC 2006, p. 101-102). The organization and structure of most high schools impede teachers and administrators ongoing learning about science instruction and the implementation of quality laboratory experiences. Other studies report that undergraduate laboratory work consists primarily of verification activities, with few opportunities for ongoing discussion and reflection on how scientists evaluate new knowledge (e.g., Trumbull and Kerr, 1993, cited in Windschitl, 2004). 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. These strategies included arranging seating to facilitate student discussion, requiring students to supply evidence to support their claims, encouraging students to explain concepts to one another, and having students work in cooperative groups. It was also clear that teachers enhanced their understanding of science subject matter specific to the lab they experienced. Hegarty-Hazel, E. (1990). In another approach, schools can schedule science classes for double periods to allow more time for both carrying out investigations and reflecting on the meaning of those investigations. (2002). Deep disciplinary expertise is necessary to help students learn to use laboratory tools and procedures and to make observations and gather data. Austin, TX: Southwest Educational Development Laboratory. However, many high school teachers currently lack strong academic preparation in a science discipline. The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. Khalic, A., and Lederman, N. (2000). A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. However, the students were surprised that methods taken from the literature did not always work. Students were asked to survey the literature for methods to reduce aromatic nitro compounds to the corresponding amines. Tobin (Eds. The impact of longer term intervention on reforming the approaches to instructions in chemistry by urban teachers of physical and life sciences at the secondary school level. Further research is needed to examine the scope and effectiveness of the many individual programs and initiatives. laboratory notebooks, essays, and portfolios (Hein and Price, 1994; Gitomer and Duschl, 1998; Harlen, 2000, 2001). Educational Policy, 14(3), 331-356. Program faculty report that many teachers tend to dwell on hands-on activities with their students at the expense of linking them with the nature of science and with abilities associated with scientific inquiry. For example, the teacher might use descriptive or qualitative language or images to convey concepts related to.
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