Lee, O., and Fradd, S.H. It may be useful, however, to begin . Active assessment for active learning. Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. ), Internet environments for science education. Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. He enrolled at the University of the Free State in 1980 and obtained a BSc degree in Mathematics and Physics, as well as a Higher Education Diploma. Once again. 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. Designing professional development for teachers of science and mathematics. Schulze (Eds. Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released. The Biological Sciences Curriculum Study. 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. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. 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. Duschl, R. (1983). Bayer Corporation. Linn, M.C. In doing so, they showed teachers how laboratory experiences. 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 Educating teachers of science, mathematics, and technology. The limited evidence available indicates that some undergraduate science programs do not help future teachers develop full mastery of science subject matter. 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. 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. However, an analysis of national survey data indicates that teachers in block schedules do not incorporate more laboratory experiences into their instruction (Smith, 2004). Welcome to the Science Education Partnership. Journal of Research in Science Teaching, 39(3), 205-236. They reported that the chief function of their school was instruction, followed, in order of emphasis, by preservice teacher education, research, and inservice teacher education. Research conducted in teacher education programs provides some evidence of the quality of preservice science education (Windschitl, 2004). 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). 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. In N.M. Lambert and B.L. van Zee, E., and Minstrell, J. 9-13 Thus, medical laboratory professionals can be key members of the interprofessional health care team. 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. A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. develop and implement comprehensive safety policies with clear procedures for engaging in lab activities; ensure that these policies comply with all applicable local, state, and federal health and safety codes, regulations, ordinances, and other rules established by the applicable oversight organization, including the Occupational Safety & Health 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. (1997). The research also indicates that undergraduate laboratory work, like the laboratory experiences of high school students, often focuses on detailed procedures rather than clear learning goals (Hegarty-Hazel, 1990; Sutman, Schmuckler, Hilosky, Priestley, and Priestley, 1996). can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Javonovic, J., and King, S.S. (1998). Science Educator, 12(1), 1-9. 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. 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. 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. 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. London, England: Routledge. Organizational conditions that support inquiry in high school science instruction. Rather, learning is an active process which goes on within the students by guiding the learning . Washington, DC: National Academy Press. The role of the laboratory in science teaching: Neglected aspects of research. New York: Teachers College Press. Windschitl, M. (2004). Arlington, VA: National Science Teachers Association. 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). 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. The arts and science as preparation for teaching. Hirsch, E., Koppich, J.E., and Knapp, M.S. After receiving his BEd and MEd degrees from the same university in 1985 and 1986 respectively he started his teaching career as Mathematics and Science teacher in 1989 at Windhoek High . ), How students learn: Reforming schools through learner-centered education (pp. Perhaps this is because, among scientists, decisions about the kinds of questions to be asked and the kinds of answers to be sought are often developed by the scientific community rather than by an isolated individual (Millar, 2004). 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). Laboratory learning: Addressing a neglected dimension of science teacher education. The traditional didactic pedagogy to which teacher candidates are exposed in university science courses equips learners with only minimal conceptual understandings of their science disciplines (Duschl, 1983; Gallagher, 1991; Pomeroy, 1993, cited in Windschitl, 2004). Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. (1997). 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). Linn, E.A. Hillsdale, NJ: Lawrence Erlbaum. Studies in Science Education, 14, 33-62. American Association of Physics Teachers. . Also, you can type in a page number and press Enter to go directly to that page in the book. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. Smith, S. (2004). 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. They felt confident to guide their students through the same process, where there is no right answer.. Laboratory experiments The research comprised both quantitative and qualitative approaches. 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. 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. To lead effective laboratory experiences, science teachers should know how to use data from all of these assessment methods in order to reflect on student progress and make informed decisions about which laboratory activities and teaching approaches to change, retain, or discard (National Research Council, 2001b; Volkman and Abell, 2003). 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). At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . Time constraints can also discourage teachers from the challenges of setting up and testing laboratory equipment and materials. Austin, TX: Southwest Educational Development Laboratory. 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. MyNAP members SAVE 10% off online. Enforcing laboratory rules . 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. TA may not leave the lab unattended while students are in the room. One study found that having an advanced degree in science was associated with increased student science learning from the 8th to the 10th grade (Goldhaber and Brewer, 1997). Learning in the laboratory: Some thoughts from the literature. National Center for Education Statistics. Educational Evaluation and Policy Analysis, 23(1), 79-86. The changing nature of work: Implications for occupational analysis. The research described above indicates that undergraduate laboratory experiences do not integrate learning of science content and science processes in ways that lead to deep conceptual understanding of science subject matter. We do not yet know how best to develop the knowledge and skills that teachers require to lead laboratory experiences that help students master science subject matter, develop scientific reasoning skills, and attain the other goals of laboratory education. In addition, there is little research on whether use of block scheduling influences teachers instruction or enhances student learning. 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. Fraser and K.G. Available at: http://www.educationnext.org/20021/50.html [accessed Feb. 2005]. Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). (1994). Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers. International Journal of Science Education 22(7), 665-701. The laboratory in science education: Foundations for the twenty-first century. They must consider how to clearly communicate the learning goals of the laboratory experience to their students. 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). National Research Council. In M.C. However, it also reveals some gaps in the . Beyond process. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. 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. Discovery learning and discovery teaching. Journal of Research in Science Teaching. (1991). For example, Western science promotes a critical and questioning stance, and these values and attitudes may be discontinuous with the norms of cultures that favor cooperation, social and emotional support, consensus building, and acceptance of the authority (p. 470). Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics: NSF/NELS. of habitual errors aids pupil in understanding nature of satisfactory performance Managing Practice Effectively laboratory and clinical experiences not merely repeating same exercise essential to goal attainment in psycho-motor and cognitive areas a teacher can manipulate whole-part approaches Helping Students . A cross-age study of student understanding of the concept of homeostasis. 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. Boys and girls in the performance-based classroom: Whos doing the performing? 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. Journal of Chemical Education, 75(1), 100-104. Williams, M., Linn, M.C., Ammon, P., and Gearhart, M. (2004). Understanding cellular respiration: An analysis of conceptual change in college biology. Tushnet, N.C., Millsap, M.A., Noraini, A., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). Washington, DC: Author. What does research tell us about learning in high school science labs? Improving science teachers conceptions of nature of science: A critical review of the literature. The Role of the Teacher in . (2000). However, compared with other types of professionals, a higher proportion of teachers leave their positions each year. Review of Educational Research, 52 (2), 201-217. A Japanese high school language lab shows students' positions It often consists mostly of one-day (or shorter) workshops focusing on how-to activities that are unlikely to challenge teachers beliefs about teaching and learning that support their current practice (DeSimone, Garet, Birman, Porter, and Yoon, 2003). 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. Scientific laboratories, college and university science departments, and science museums have launched efforts to support high school science teachers in improving laboratory teaching. ), International handbook of science education (pp. National Research Council. The group employs a variety of long-term strategies, such as engaging teachers in curriculum development and adaptation, action research, and providing on-site support by lead teachers (Linn, 1997; Lederman, 2004). Requirements for professional development of in-service science teachers differ widely from state to state. 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). 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. 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). 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. Education Economics, 7(3), 199-208. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. Shulman, L.S. 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. 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. 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. Learning to teach inquiry science in a technology-based environment: A case study. light, such as reflection, transmission, and absorption. Click here to buy this book in print or download it as a free PDF, if available. Researchers generally agree that the teachers academic preparation in science has a positive influence on students science achievement (U.S. Department of Education, 2000; National Research Council, 2001a). Hudson, S.B., McMahon, K.C., and Overstreet, C.M. Committee on High School Biology Education, Commission on Life Sciences. What can they contribute to science learning? 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. Available at: http://www.sedl.org/connections/research-syntheses.html [accessed May 2005]. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2004]. (2002). 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). High school science laboratories. 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).

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