(2001). The research team focused the curriculum on helping students understand these principles, including flow principles, rate principles, total heat flow principles, and an integration principle. 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. 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). Retired scientists and engineers: Providing in-classroom support to K-12 science teachers. Clark, R.L., Clough, M.P., and Berg, C.A. Tobin, K.G. As Smith, S. (2004). Teachers and teacher aides should lead by example and wear personal protective equipment (PPE); follow and enforce safety rules, procedures, and practices; and demonstrate safety behavior to promote a culture of safety. 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. How can school organization contribute to effective laboratory teaching. (2004). Hirsch, E., Koppich, J.E., and Knapp, M.S. 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. University of Michigan Physics Department: GSI training course. Journal of Research on Science Teaching, 37, 963-980. It may be useful, however, to begin . The 2000 National Survey of Science and Mathematics Education: Compendium of tables. in a limited range of laboratory experiences that do not follow the principles of instructional design identified in Chapter 3. the photo below). Associations of science teachers have taken differing positions on how administrators can best support teachers in preparing for and cleaning up after laboratory experiences. Reynolds (Ed. We then compare the desired skills and knowledge with information about the current skills and knowledge of high school science teachers. Ann Arbor, MI: University of Michigan Physics Department. 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). As is known, it is suggested that closedended - experiments cannot contribute much to meaningful the learning of students [13]. Students cannot be admitted to the classroom until you arrive. However, formulating such questions can be difficult (National Research Council, 2001a, 2001b). Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. In N.M. Lambert and B.L. 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. Effects of professional development on teachers instruction: Results from a three-year longitudinal study. A study package for examining and tracking changes in teachers knowledge. Jump up to the previous page or down to the next one. Science Education, 77, 261-278. Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. Thousand Oaks, CA: Corwin Press. 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). Other studies have also found that most teachers do not experience sustained professional development and that they view it as ineffective (Windschitl, 2004). Rather, learning is an active process which goes on within the students by guiding the learning . The teachers ability to use sophisticated questioning techniques to bring about productive student-student and student-teacher discussions in all phases of the laboratory activity is a key factor in the extent to which the activity attains its goals (Minstrell and Van Zee, 2003). However, the students were surprised that methods taken from the literature did not always work. Mahwah, NJ: Lawrence Erlbaum. The school science laboratory: Considerations of learning, technology, and scientific practice. Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). The Quality of Vocational Teachers: teacher education, institutional Data from the 2000 National Survey of Science and Mathematics Education. (2003). Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. Hudson, S.B., McMahon, K.C., and Overstreet, C.M. Hanusek, E., Kain, J., and Rivkin, S. (1999). Review of Educational Research, 52(2), 201-217. They should be proactive in every aspect of laboratory safety, making safety a priority. In J.M. Science for all, including students from non-English-language backgrounds. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. National Center for Education Statistics. Hammer, D. (1997). The institute included a blend of modeling, small group work, cooperative learning activities, and theoretical and research-based suggestions (p. 122). National Research Council. Portsmouth, NH: Heinemann. In D.G. 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). U.S. Department of Energy. The condition of education. The Biological Sciences Curriculum Study. or use these buttons to go back to the previous chapter or skip to the next one. Statistical analysis report. Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., and Hewson, P.W. Anderson, C., Sheldon, T., and Dubay, J. Laboratory Learning: An Inservice Institute. 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. In this approach classes meet every other day for longer blocks of about 90-100 minutes, instead of every day for 40 or 45 minutes. 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). However, many high school teachers currently lack strong academic preparation in a science discipline. Teacher and School Readiness for Laboratory Experiences Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics: NSF/NELS. A Japanese high school language lab shows students' positions 1. (2004). Available at: http://www.scied.science.doe.gov/scied/LSTPD/about.htm [accessed Feb. 2005]. ), How students learn: Reforming schools through learner-centered education (pp. However, compared with other types of professionals, a higher proportion of teachers leave their positions each year. Research on teachers using a science curriculum that integrates laboratory experiences into the stream of instruction indicates that repeated practice with such a curriculum, as well as time for collaboration and reflection with professional colleagues, leads teachers to shift from focusing on laboratory procedures to focusing on science learning goals (Williams, Linn, Ammon, and Gearheart, 2004). The poor quality of laboratory experiences of most high school students today results partly from the challenges that laboratory teaching and learning pose to school administrators. McComas, W.F., and Colburn, A.I. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. The Integral Role of Laboratory Investigations in Science - NSTA Research conducted in teacher education programs provides some evidence of the quality of preservice science education (Windschitl, 2004). This is a culminating project for a Forensics course or unit. Laboratory work also gives the students the opportunity to experience science by using scientific research procedures. The Role of the Laboratory in Chemistry Teaching and Learning Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. Tobin (Eds. (1998). Teachers need to decide what kind of phenomena are important and appropriate for students to study as well as the degree of structure their students require. 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. (ED 409-634.) (2004). The Role of Laboratory in Science Teaching and Learning This professional development institute also incorporated ongoing opportunities for discussion and reflection. Classroom and field-based "lab work" is conceptualized as central components of (Working paper prepared in collaboration with the National Conference of State Legislatures.) Lab Professional - ASCP Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. Millar, R. (2004). A teacher knows how to work well as part of a team. The mystery of good teaching: Surveying the evidence on student achievement and teachers characteristics. Teachers draw on all of the types of knowledge listed abovecontent knowledge, pedagogical content knowledge, general pedagogical knowledge, and knowledge of assessmentin their daily work of planning and leading instruction. The program was designed in part to address weakness in science teachers understanding of the nature of science, which was documented in earlier research (Khalic and Lederman, 2000; Schwartz and Lederman, 2002). Advanced Practice: Doctorate in Clinical Laboratory Science For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. Available at: http://www.nsta.org/positionstatementandpsid=16 [accessed Oct. 2004]. (2004). In K. Howey and N. Zimpher (Eds. 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. (2004). For example, teachers realized that there is no unique method called the scientific method, after comparing the methods used in different labs, such as a biochemistry lab, engineering lab, and zoos. 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. 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. Literature review: The role of the teacher in inquiry-based education Report equipment problems in writing to the Lab Staff. At the same time, teachers must address logistical and practical concerns, such as obtaining and storing supplies and maintaining laboratory safety. Zip. Journal of Research in Science Teaching. Strong academic preparation is also essential in helping teachers develop the deep knowledge of science content and science processes needed to lead effective laboratory experiences. Development of certified Medical Laboratory Scientists to assume a role as a member of the interprofessional health care team requires additional education to acquire advanced knowledge and skills. U.S. Department of Education. Linn, E.A. 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. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Philadelphia: Open University Press. 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). Laboratory Schools: History Teacher, High School Fred Hutchinson Cancer Research Center. Even teachers who have majored in science may be limited in their ability to lead effective laboratory experiences, because their undergraduate science preparation provided only weak knowledge of science content and included only weak laboratory experiences. Rethinking the continuum of preparation and professional development for secondary science educators. when studying aspects of biology . Participation of groups of teachers from the same school, department, or grade. goals of laboratory experiences. In addition, few high school teachers have access to curricula that integrate laboratory experiences into the stream of instruction. What types of knowledge do teachers use to engage learners in doing science? To date, over 400 RE-SEED volunteers have worked with schools in 10 states. Cobus van Breda - Manager of the Sci-Ed Science Education Centre 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. One theme that emerges from such research is that the content knowledge gained from undergraduate work is often superficial and not well integrated. (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 Role of the Laboratory in Science Teaching: Neglected Aspects of Another analysis of the data from the National Center for Education Statistics found that students in high schools with higher concentrations of minority students and poor students were more likely than students in other high schools to be taught science by a teacher without a major or minor in the subject being taught (U.S. Department of Education, 2004). Crime scenes are set up and the students play the role of Crime Scene Investigators to process the scene. Lab Safety Teacher Responsibilities - Carolina Knowledge Center Drawing up suitable assessments and delivering helpful feedback to students, parents, and other teachers. In C. Jencks and M. Phillips (Eds. Davis, and P. Bell (Eds. They should advise teachers where any concerns arise regarding safety, scheduling or resourcing of 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. These school-based teacher communities, in turn, not only supported teachers in improving their teaching practices, but also helped them create new resources, such as new curricula. Organizational conditions that support inquiry in high school science instruction. 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. London, England: Kluwer Academic. Learning in the laboratory: Some thoughts from the literature. 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. Haase, B.S. 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. Lee, O. 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). Lee, O., and Fradd, S.H. It was implemented over four day-long Saturday sessions spread over a semester. Leading laboratory experiences is a demanding task requiring teachers to have sophisticated knowledge of science content and process, how students learn science, assessment of students learning, and how to design instruction to support the multiple goals of science education. Reporting on a post-institute survey, McComas and Colburn note that a surprising number of teachers felt that the safety sessions were most important (p. 121) (no numbers were reported). Professional development opportunities for science teachers are limited in quality, availability, and scope and place little emphasis on laboratory instruction. Sanders, W.L., and Rivers, J.C. (1996). (2004). Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. 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). Equity for linguistically and culturally diverse students in science education. In the ICAN program, teachers participate in science internships with working scientists as one element in a larger program of instruction that includes an initial orientation and monthly workshops. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Educating teachers of science, mathematics, and technology. Science Education, 75, 121-133. (1997). Since the 19th century, when schools began to teach science systematically, the laboratory has become a distinctive feature of chemistry learning. Science Education, 77(1), 25-46. To determine the current role of laboratory schools in the United States, the 123 existing laboratory schools were surveyed. 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. They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. The limited quality and availability of professional development focusing on laboratory teaching is a reflection of the weaknesses in the larger system of professional development for science teachers. One study indicated that significant change in teaching practice required about 80 hours of professional development (Supovitz and Turner, 2000). Portsmouth, NH: Heinemann. Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. Driver, R. (1995). Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. The teachers, all biology majors, could only list the courses they had taken as a way to organize their fields. And, among teachers who left because of job dissatisfaction, mathematics and science teachers reported more frequently than other teachers that they left because of poor administrative support (Ingersoll, 2003, p. 7). Qualified high school teachers will have opportunities to work and learn at the Argonne, Brookhaven, Lawrence Berkeley, Oak Ridge, and Pacific Northwest National Laboratories and at the National Renewable Energy Laboratory. Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. Available at: http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html. Committee on Science and Mathematics Teacher Preparation, Center for Education. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Teaching in University Science Laboratories (Developing Best - Coursera Laboratory training is also frequently used to develop skills necessary for more advanced study or research. The design of this professional development program incorporated the principle of integrating laboratory experiences into the stream of instruction and the goal of providing a full range of laboratory experiences, including opportunities for students to participate in developing research questions and procedures. Not a MyNAP member yet? Educational Evaluation and Policy Analysis, 23(1), 79-86. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. 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. In many cases teachers ranked in-service training as their least effective source of learning (Windschitl, 2004, p. 16; emphasis in original). 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. What changes need to be made to improve laboratory experiences for high school students? PDF The Role of Teacher Morale and Motivation on Students' Science and - ed It is necessary even to lead students in activities designed to verify existing scientific knowledge. (2002). Khalic, A., and Lederman, N. (2000). Deng (2001) describes pedagogical content knowledge for science teachers as an understanding of key scientific concepts that is somewhat different from that of a scientist. Teachers need to listen in a way that goes well beyond an immediate right or wrong judgment. Similarly, Hilosky, Sutman, and Schmuckler (1998) observe that prospective science teachers laboratory experiences provide procedural knowledge but few opportunities to integrate science investigations with learning about the context of scientific models and theories. PDF The school science laboratory: Considerations of learning, technology ), Internet environments for science education. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. 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. Journal of Science Education and Technology, 4(2), 103-126. 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). Shulman, L.S. (1999). (2004). Among the volunteers, 97 percent said they would recommend RE-SEED to a colleague, and most said that the training, placement in schools, and support from staff had made their time well spent (Zahopoulos, 2003). 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. ERIC - ED213672 - Laboratory Schools: Updated or Outdated., 1981 Zahopoulos, C. (2003). It was also clear that teachers enhanced their understanding of science subject matter specific to the lab they experienced. Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. What does research tell us about learning in high school science labs? Hillsdale, NJ: Lawrence Erlbaum. 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.
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