However, an analysis of national survey data indicates that teachers in block schedules do not incorporate more laboratory experiences into their instruction (Smith, 2004). The effects of instruction on college nonmajors conceptions of respiration and photosynthesis. Project ICAN: Inquiry, Context, and Nature of Science. Data from the 2000 National Survey of Science and Mathematics Education. Professional Development Partnerships with the Scientific Community. A study of a much smaller sample of teachers yielded similar findings (Catley, 2004). ), Internet environments for science education. In this approach, school administrators recognize that leadership for improved teaching and learning is distributed throughout the school and district and does not rest on traditional hierarchies. 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). Tobin, K.G. 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). Case studies of laboratory teaching show that laboratory activities designed to verify known scientific concepts or laws may not always go forward as planned (Olsen et al., 1996). We then present promising examples of approaches to enhancing teachers capacity to lead laboratory experiences. ), Proceedings of the Conference on K-12 Outreach from University Science Departments. Ready to take your reading offline? Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2004]. Lab's History Department, which is responsible for educating students in grades 9-12, seeks a teacher with expertise and experience teaching Modern Global or Modern World History coursework. (71) $4.50. 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. Brown, A.L., and Campione, J.C. (1998). Journal of Science Teacher Education, 6(2), 120-124. This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. Journal of Science Education and Technology, 13(2), 189-206. National Center for Education Statistics. ), The black-white test score gap. Catley, K. (2004). 6. However, the undergraduate education of future science teachers does not currently prepare them for effective laboratory teaching. (2001). (2004). However, formulating such questions can be difficult (National Research Council, 2001a, 2001b). Teaching Assistant Responsibilities Arrive on time & remain in lab. location_onUniversity of Michigan Available at: http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. Studies in Science Education, 14, 33-62. Khalic, A., and Lederman, N. (2000). Despite the weakness of current professional development for laboratory teaching, a growing body of research indicates that it is possible to develop and implement professional development that would support improved laboratory teaching and learning. Duration (total contact hours, span of time). 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. A teacher knows how to work well as part of a team. 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. 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. These professionals use specialized instrumentation and techniques to analyze patients' samples, such as blood, urine, body fluids and tissue, and stool. Smith, S. (2004). 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. Linn, M.C. At Vanderbilt University, Catley conducts a summer-long course on research in organismal biology. Not a MyNAP member yet? 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. Priestley, W., Priestley, H., and Schmuckler, J. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. Forty-seven percent completed and returned the questionnaire. Hein, G.E., and Price, S. (1994). They must consider how to clearly communicate the learning goals of the laboratory experience to their students. Welcome to the Science Education Partnership. Educational Policy, 14(3), 331-356. Cognition and Instruction, 15(4), 485-529. 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. Journal of Science Education and Technology, 4(2), 103-126. The laboratory in science education: Foundations for the twenty-first century. In a case study of his experience, this professor called for reducing science teachers class loads so they have more time to reflect on and improve their own practice. The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. Finally, adequate time is essential for student learning in laboratory experiences. ), International handbook of science education (pp. 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. To be successful in leading students across the range of laboratory experiences we have described, teachers must choose laboratory experiences that are appropriate at any given time. (2004). (2004). 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. They felt confident to guide their students through the same process, where there is no right answer.. 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. For example, among high school teachers who had participated in professional development aimed at learning to use inquiry-oriented teaching strategies, 25 percent indicated that this professional development had little or no impact, and 48 percent reported that the professional development merely confirmed what they were already doing. Goldhaber, D.D., and Brewer, D.J. Journal of Research in Science Teaching, 27, 761-776. The elementary level science methods course: Breeding ground of an apprehension toward science? To date, however, few high schools have adopted such research-based science curricula, and many teachers and school administrators are unaware of them (Tushnet et al., 2000; Baumgartner, 2004). You choose your level of involvement based on your needs. McComas and Colburn (1995) established an inservice program called Laboratory Learning: An Inservice Institute, which incorporated some of the design elements that support student learning in laboratory experiences. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. University of Michigan Physics Department: GSI training course. Science Teacher, September, 38-41. American Educational Research Journal 35(3), 477-496. 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. A teachers academic science preparation appears to affect student science achievement generally. Journal of Research in Science Teaching. Driver, R. (1995). Other studies have also found that most teachers do not experience sustained professional development and that they view it as ineffective (Windschitl, 2004). 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). A research agenda. Goldhaber, D.D. Bruner, J. 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. Rethinking laboratories. For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? The arts and science as preparation for teaching. instructors and laboratory assistants working in school or college settings in vocational . Washington, DC: National Academy Press. Chaney, B. ), Development in school finance, 1996. Science Education, 85(3), 263-278. Journal of Research in Science Teaching, 20, 745-754. Report equipment problems in writing to the Lab Staff. The available evidence indicates that the current science teaching workforce lacks the knowledge and skills required to lead a range of effective laboratory experiences. Show this book's table of contents, where you can jump to any chapter by name. can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. Pomeroy, D. (1993). Ferguson, R. (1998). The school science laboratory: Considerations of learning, technology, and scientific practice. One study indicated that significant change in teaching practice required about 80 hours of professional development (Supovitz and Turner, 2000). Results of the study also confirmed the effectiveness of providing active learning opportunities. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. 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. Harlen, W. (2000). For example, the teacher might use descriptive or qualitative language or images to convey concepts related to. Lee and Fradd (1998) and others observe that some scientific values and attitudes are found in most cultures (e.g., wonder, interest, diligence, persistence, imagination, respect toward nature); others are more characteristic of Western science. Educational Evaluation and Policy Analysis, 24(2), 81-112. McDiarmid, G.W. Laboratory Instructors are responsible for maintaining the routine preventative maintenance of all laboratory equipment. Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. The teacher strives to fathom what the student is saying and what is implied about the students knowledge in his or her statements, questions, work and actions. Journal of Personnel Evaluation in Education, 11(1), 57-67. Life in science laboratory classrooms at the tertiary level. Chapel Hill, NC: Horizon Research. Building on existing teacher internship programs at several of the national laboratories, the program will engage teachers as summer research associates at the laboratories, beginning with a four-week stint the first summer, followed by shorter two-week internships the following two summers (U.S. Department of Energy, 2004). Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). Science Education, 88, 28-54. Education Economics, 7(3), 199-208. London, England: Kluwer Academic. The institute included a blend of modeling, small group work, cooperative learning activities, and theoretical and research-based suggestions (p. 122). Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. Few professional development programs for science teachers emphasize laboratory instruction. The investigators found that professional development focused. ), Internet environments for science education. In addition to science content knowledge and pedagogical content knowledge, teachers also need general pedagogical knowledge in order to moderate ongoing discussion and reflection on laboratory activities, and supervise group work. 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. (2003). Teacher-Student Interaction . The main purpose of laboratory work in science education is to provide students with conceptual and theoretical knowledge to help them learn scientific concepts, and through scientific methods, to understand the nature of science. Improving teachers in-service professional development in mathematics and science: The role of postsecondary institutions. London, England: Routledge. Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. Laboratory training is also frequently used to develop skills necessary for more advanced study or research. (2002). The teachers, all biology majors, could only list the courses they had taken as a way to organize their fields. Implications of teachers beliefs about the nature of science: Comparisons of the beliefs of scientists, secondary science teachers, and elementary science teachers. Playing this critical role requires that teachers know much more than how to set up equipment, carry out procedures, and manage students physical activities. 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. (1991). Teachers help their colleagues by sharing instructional resources. 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. Washington, DC: Author. Haase, B.S. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. Using questioning to assess and foster student thinking. Educational Evaluation and Policy Analysis, 23(1), 79-86. Hofstein, A., and Lunetta, V.N. It means focusing the students own questions. Rather, learning is an active process which goes on within the students by guiding the learning . What does research tell us about learning in high school science labs? (2001b). Schulze (Eds. 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. A series of studies conducted over the past several decades has shown that teachers are one of the most important factors influencing students. Drawing up suitable assessments and delivering helpful feedback to students, parents, and other teachers. Austin, TX: Southwest Educational Development Laboratory. Goldhaber, D.D., and Brewer, D.J. 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. We then compare the desired skills and knowledge with information about the current skills and knowledge of high school science teachers. The culture of education. (1998). Why staying ahead one chapter doesnt really work: Subject-specific pedagogy. 153-186). (1990). What is the current status of labs in our nations high schools as a context for learning science? They also modeled longer postlaboratory activities focused on using student data and observations as the engine for further instruction. Science Education, 77, 261-278. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. In M.C. Teachers College Record, 105(3), 465-489. 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). What types of knowledge do teachers use to engage learners in doing science? They appeared to have little understanding of the field writ large. Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. Thousand Oaks, CA: Corwin Press. Raleigh: Science House, North Carolina State University. Maienschein, J. 4.8. In C. Jencks and M. Phillips (Eds. A cross-age study of student understanding of the concept of homeostasis. In this section, we describe the types of teacher knowledge and skills that may be required to lead a range of laboratory experiences aligned with our design principles, comparing the required skills with evidence about the current state of teachers knowledge and skills. 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). It will show you how laboratory sessions can differ with respect to their aim and expected learning . (1989). Arlington, VA: National Science Teachers Association. laboratory as well as for the laboratory use in science teaching. This is not a simple task (National Research Council, 2001b, p. 79): To accurately gauge student understanding requires that teachers engage in questioning and listen carefully to student responses. (2004). Slotta, J.D. Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). Given the vast array of possible courses led by Teaching Assistants at UWM, their individual roles will vary considerably. They should advise teachers where any concerns arise regarding safety, scheduling or resourcing of Modifying cookbook labs. Clark, R.L., Clough, M.P., and Berg, C.A. 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. 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. Deng, Z. Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. In doing so, they showed teachers how laboratory experiences. However, their study was criticized for being conducted in laboratory environment (Taylor, Ntoumanis, . Mahwah, NJ: Lawrence Earlbaum. All rights reserved. Although no national information is available about high school teachers participation in laboratory internship programs, a recent survey found that only 1 in 10 novice elementary school teachers had participated in internship programs in which they worked directly with scientists or engineers. in a limited range of laboratory experiences that do not follow the principles of instructional design identified in Chapter 3. Cobus van Breda was born and schooled in Windhoek, Namibia. 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. Volkmann, M., and Abell, S. (2003). (1995). Gamoran, A., Anderson, C.W., Quiroz, P.A., Seceda, W.G., Williams, T., and Ashmann, S. (2003). 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. Volunteers receive training, a sourcebook of activities appropriate for middle school students, a kit of science materials, and a set of videotapes. 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. Before its too late: A report to the nation from the national commission on mathematics and science teaching for the 21st century. 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. Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. However, it also reveals some gaps in the . Laboratory experiences and their role in science education. 100 Washtenaw Ave. Guiding students through the complexity and ambiguity of empirical. on specific instructional practices increased teachers use of these practices in the classroom. Committee on High School Biology Education, Commission on Life Sciences. The teachers skills in posing questions and leading discussions also help students to effectively and accurately communicate their laboratory activities and the science sense they make from them, using appropriate language, scientific knowledge, mathematics, and other intellectual modes of communication associated with a particular science discipline. ), The student laboratory and the curriculum (pp. 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. Jump up to the previous page or down to the next one. take place in a school laboratory, but could also occur in an out-of-school setting, such as the student's home or in the field (e.g. NSTA position statement: Laboratory science. 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. (2002). Organizational conditions that support inquiry in high school science instruction. You're looking at OpenBook, NAP.edu's online reading room since 1999. 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. 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). Chapel Hill, NC: Horizon Research. To lead laboratory experiences that incorporate ongoing student discussion and reflection and that focus on clear, attainable learning goals, teachers require pedagogical content knowledge. The Technical Assistant's role is not to design curriculum, plan lessons or teach classes. Statistical analysis report. 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. 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. Hanusek, E., Kain, J., and Rivkin, S. (1999). [I]t represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented and adapted to the diverse interests and abilities of learners, and presented for instruction. National Science Teachers Association. Laboratory teaching assumes that first-hand experience in observation and manipulation of the materials of science is superior to other methods of developing understanding and appreciation. The teachers participated in and analyzed practical laboratory activities, studied theoretical underpinnings of the science education they were receiving, and learned about safety issues during hands-on activity. (1996). Constructivist approaches to science teaching. The teachers skills in posing questions and leading discussions affect students ability to build meaning from their laboratory experiences. Catley (2004) reports that having gone through the process of frustration, false starts and the elation of completion, [the teachers] came away with a deeper understanding of how inquiry works and a sense of empowerment. National Research Council. 7082.) They lock up all the reagents and unplug all electrical equipment to minimize the chances of accidents and fires. 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).
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