Linn, M.C. Erroneous ideas about respiration: The teacher factor. Elementary School Journal, 97(4), 401-417. Meaning making in secondary science classrooms. However, the students were surprised that methods taken from the literature did not always work. (2001). Lynch, S., Kuipers, J., Pike, C., and Szeze, M. (in press). 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). Educational Researcher, 15, 4-14. Some school and school district officials may be reluctant to invest in sustained professional development for science teachers because they fear losing their investments if trained teachers leave for other jobs. In addition, they found that commercially available laboratory manuals failed to provide cognitively challenging activities that might help to bridge the gap between teachers lack of knowledge and improved laboratory experiences (McComas and Colburn, 1995, p. 120). Improving science teachers conceptions of nature of science: A critical review of the literature. In an ideal world, administrators would provide adequate laboratory space and time to allow students to continue investigations over several weeks or months, and they would also provide time for students to work outside regular school hours. In contrast to these short, ineffective approaches, consensus is growing in the research about key features of high-quality professional development for mathematics and science teachers (DeSimone, Porter, Garet, Yoon, and Birman, 2002; DeSimone et al., 2003, p. 10): New forms of professional development (i.e., study group, teacher network, mentoring, or task force, internship, or individual research project with a scientist) in contrast to the traditional workshop or conference. Among those who had, an overwhelming majority said the experience had helped them better understand science content and improved both their teaching practice and their enthusiasm (Bayer Corporation, 2004). Educational Evaluation and Policy Analysis, 23(1), 57-77. Beyond process. Coffey, Everyday assessment in the science classroom (pp. A series of studies conducted over the past several decades has shown that teachers are one of the most important factors influencing students. Available at: http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2005]. We begin by identifying some of the knowledge and skills required to lead laboratory experiences aligned with the goals and design principles we have identified. Science teachers behavior in the classroom is influenced by the science curriculum, educational standards, and other factors, such as time constraints and the availability of facilities and supplies. Duschl, R. (1983). Journal of Research in Science Teaching, 39(3), 205-236. Emerging issues and practices in science assessment. Characterizing Instructional Practices in the Laboratory: The There are promising examples of teacher professional development focused on laboratory experiences. (2002). We then present promising examples of approaches to enhancing teachers capacity to lead laboratory experiences. Bell, P. (2004). In developing an investigation for students to pursue, teachers must consider their current level of knowledge and skills, the range of possible laboratory experiences available, and how a given experience will advance their learning. 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. Learning in the laboratory: Some thoughts from the literature. 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. Expertise in science alone also does not ensure that teachers will be able to anticipate which concepts will pose the greatest difficulty for students and design instruction accordingly. Chapel Hill, NC : Horizon Research. Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). Seattle: Author. 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. van Zee, E., and Minstrell, J. The limited evidence available indicates that some undergraduate science programs do not help future teachers develop full mastery of science subject matter. (2000). 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. However, 66 percent of teachers indicated that they regularly shared ideas and materials with their colleagues, perhaps indicating that they do so on their own time, outside school hours (Hudson et al., 2002). Evaluating the evidence on teacher certification: A rejoinder. School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom. A Japanese high school language lab shows students' positions Rethinking laboratories. Journal of Science Teacher Education, 6(2), 120-124. 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. ), International handbook of science education (pp. 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. 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. It was also clear that teachers enhanced their understanding of science subject matter specific to the lab they experienced. (2004). 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. Currently, teachers rarely provide opportunities for students to participate in formulating questions to be addressed in the laboratory. Cambridge, MA: National Bureau of Economic Research. Administrators allocate time, like other resources, as a way to support teachers in carrying out these routines. Note: The suggestions below were generated by a group of U-M GSIs based on their experiences teaching in a physics lab course. (2001b). To succeed at it and ask the types of higher level and cognitively based questions that appear to support student learning, teachers must have considerable science content knowledge and science teaching experience (McDiarmid, Ball, and Anderson, 1989; Chaney, 1995; Sanders and Rivers, 1996; Hammer, 1997). Ready to take your reading offline? Journal of Research in Science Teaching. Not a MyNAP member yet? More than 90 percent of the class indicated that the experiment was highly effective in demonstrating the difficulty of scientific investigations and the possibility of failure in science (Glagovich and Swierczynski, 2004). 4.8. (2003). London, England: Kluwer Academic. (1995). Assessing Laboratory Learning | UNSW Teaching Staff Gateway Hegarty-Hazel, E. (1990). Research on the efficacy of strategies used for professional development related specifically to laboratory experiences, however, is not readily available. Knowledge of students cultures and languages and the ability to communicate across cultures are necessary to carry out laboratory experiences that build on diverse students sense of wonder and engage them in science learning. Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. Key words: Laboratory, chemistry, teaching, achievement, students. 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. ), Faculty development for improving teacher preparation (pp. Fred Hutchinson Cancer Research Center. Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. ), How students learn: Reforming schools through learner-centered education (pp. Google Scholar The research comprised both quantitative and qualitative approaches. Laboratory Schools: History Teacher, High School Journal of College Science Teaching, 33(6). As we have discussed, teachers face an ongoing tension between allowing students greater autonomy in the laboratory and guiding them toward accepted scientific knowledge. Teacher participants at the institute experienced firsthand learning as students in several laboratory sessions led by high school instructors who were regarded as master laboratory teachers. In M.D. ERIC - ED213672 - Laboratory Schools: Updated or Outdated., 1981 Studies of the few schools and teachers that have implemented research-based science curricula with embedded laboratory experiences have found that engaging teachers in developing and refining the curricula and in pro-. The organization and structure of most high schools impede teachers and administrators ongoing learning about science instruction and the implementation of quality laboratory experiences. In contrast, a physicist might use mathematics to describe or represent the reflection, transmission, and absorption of light. 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. Helping students attain the learning goals of laboratory experiences requires their teachers to have broad and deep understanding of both the processes and outcomes of scientific research. 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. Improving teachers in-service professional development in mathematics and science: The role of postsecondary institutions. Knowledge of childrens mental and emotional development, of teaching methods, and how best to communicate with children of different ages is essential for teachers to help students build meaning based on their laboratory experiences. (1990). Fraser and K.G. Undergraduate science students, including preservice teachers, engage. In C. Jencks and M. Phillips (Eds. (1991). Teachers do not have sole responsibility for carrying out laboratory experiences that are 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, as suggested by the research. 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. They found a large number of preparations, tried each one out, and identified one method as most likely to succeed with the introductory students. 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). Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. 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). The Chemistry Department of City College (City University of New York) places undergraduate science and engineering majors in middle school classrooms to assist teachers during laboratory activities and learn classroom management from the teachers. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Teachers lacking a science major may be less likely to engage students in any type of laboratory experience and may be less likely to provide more advanced laboratory experiences, such as those that engage the students in posing research questions, in formulating and revising scientific models, and in making scientific arguments. Javonovic, J., and King, S.S. (1998). To make these choices, they must be aware not only of their own capabilities, but also of students needs and readiness to engage in the various types of laboratory experiences. The effects of instruction on college nonmajors conceptions of respiration and photosynthesis. They are relevant for new lab instructors in a wide range of disciplines. Arlington, VA: National Science Teachers Association. Most states do not regulate the quality and content of professional development required for renewal of teaching certificates (Hirsch, Koppich, and Knapp, 2001). 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. Available at: http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. What Are the Duties of a Student Lab Assistant? | Work - Chron As students analyze observations from the laboratory in search of patterns or explanations, develop and revise conjectures, and build lines of reasoning about why their proposed claims or explanations are or are not true, the teacher supports their learning by conducting sense-making discussions (Mortimer and Scott, 2003; van Zee and Minstrell, 1997; Hammer, 1997; Windschitl, 2004; Bell, 2004; Brown and Campione, 1998; Bruner, 1996; Linn, 1995; Lunetta, 1998; Clark, Clough, and Berg, 2000; Millar and Driver, 1987). Washington, DC: Author. The actual crime scene processing takes place in one day and the entire project can take up to 7 depending on your schedule. Second group of factors are the environmental factors. Their previous, closely prescribed laboratory experiences had not helped them to understand that there are many different ways to effect a particular chemical transformation. It examined the role of laboratory method of teaching in improving the quality of education, strategies for effective use of laboratory method and the problems facing the effective use of laboratory method in teaching science. Windschitl, M. (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.
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