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Westbrook, S., and Marek, E. (1992). 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. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. Duration (total contact hours, span of time). These workshops include microteaching (peer presentation) sessions. U.S. Department of Education. 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. (2001). Available at: http://www7.nationalacademies.org/bose/KTobin_71204_HSLabs_Mtg.pdf [accessed August 2005]. Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. 100 Washtenaw Ave. 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. Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. ), Development in school finance, 1996. 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. DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. workincluding verification workrequires deep knowledge of the specific science concepts and science processes involved in such work (Millar, 2004). Hanusek, E., Kain, J., and Rivkin, S. (1999). ), Proceedings of the Conference on K-12 Outreach from University Science Departments. They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. (2004). Abstract available at: http://epx.sagepub.com/cgi/content/abstract/17/5/613 [accessed May 2005]. Their previous, closely prescribed laboratory experiences had not helped them to understand that there are many different ways to effect a particular chemical transformation. (2000). 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. National Center for Education Statistics. 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. 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). Linn, M.C. 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. Participant teachers were also interviewed. 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. Deep disciplinary expertise is necessary to help students learn to use laboratory tools and procedures and to make observations and gather data. Educational Evaluation and Policy Analysis, 23(1), 79-86. The final section concludes that there are many barriers to improving laboratory teaching and learning in the current school environment. 1. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. American Educational Research Journal 35(3), 477-496. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Transforming teaching in math and science: How schools and districts can support change. People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. Use these dos and donts to help you think about what you can do to be a successful new instructor: Allen, D., OConnell, R., Percha, B., Erickson, B., Nord, B., Harper, D., Bialek, J., & Nam E. (2009). Understanding cellular respiration: An analysis of conceptual change in college biology. 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. Qualifications of the public school teacher workforce: Prevalence of out-of-field teaching 1987-88 to 1999-2000. A cross-age study of student understanding of the concept of homeostasis. Effects of professional development on teachers instruction: Results from a three-year longitudinal study. Journal of Personnel Evaluation in Education, 11(1), 57-67. Atkin, P. Black, and J. Coffey (Eds.). Chapel Hill, NC : Horizon Research. Zip. As already known, most of the teacher candidates carry out closeended laboratory - practices throughout their university education [14]. The effects of professional development on science teaching practices and classroom culture. Not a MyNAP member yet? Cambridge, MA: Harvard University Press. Goldhaber, D.D. 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). Most current professional development for science teachers, such as the activities that had little impact on the teaching strategies among teachers responding to the 2000 survey, is ad hoc. Bruner, J. Washington, DC: Brookings Institution. 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. (1990). What do they contribute to science learning? Portsmouth, NH: Heinemann. 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. Tobin (Eds. (1989). 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. Undergraduate science students, including preservice teachers, engage. Linn, M.C., Davis, E.A., and Bell, P. (2004). About this Course. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2004]. A study of Ohios Statewide Systemic Initiative in science and mathematics also confirmed that sustained professional development, over many hours, is required to change laboratory teaching practices (Supovitz, Mayer, and Kahle, 2000, cited in Windschitl, 2004, p. 20): A highly intensive (160 hours) inquiry-based professional development effort changed teachers attitudes towards reform, their preparation to use reform-based practices, and their use of inquiry-based teaching practices. Meaning making in secondary science classrooms. Evaluating the effect of teacher degree level on educational performance. (1998). Teaching for understanding was defined as including a focus on student thinking, attention to powerful scientific ideas, and the development of equitable classroom learning communities. 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. 99-138). A science methodology course for middle and high school teachers offered experience in using the findings from laboratory investigations as the driving force for further instruction (Priestley, Priestly, and Schmuckler, 1997). Using questioning to guide student thinking. Discovery learning and discovery teaching. an increasingly important aspect of their general pedagogical knowledge. 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. Science Teacher, September, 38-41. Playing this critical role requires that teachers know much more than how to set up equipment, carry out procedures, and manage students physical activities. In C. Jencks and M. Phillips (Eds. 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. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Research on the efficacy of strategies used for professional development related specifically to laboratory experiences, however, is not readily available. Forty-seven percent completed and returned the questionnaire. Washington, DC: National Academy Press. ), International handbook of science education (pp. Educating teachers of science, mathematics, and technology. (2004). A survey of students, teachers, and volunteers yielded positive results. 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. The main role of a teaching assistant is to provide support to the course instructor to ensure the effective delivery of the required materials and to foster a positive learning environment. 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. 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. How should student learning in laboratory experiences be assessed? 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. Shulman, L.S. Because efforts to improve teachers ability to lead improved laboratory experiences are strongly influenced by the organization and administration of their schools, the following section addresses this larger context. (2000). Designing a community of young learners: Theoretical and practical lessons. It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. We then go on to describe approaches to supporting teachers and improving their capacity to lead laboratory experiences through improvements in professional development and use of time. Harlen, W. (2000). 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). 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. Laboratory Learning: An Inservice Institute. Rather, learning is an active process which goes on within the students by guiding the learning . Anderson, C., Sheldon, T., and Dubay, J. Arlington, VA: National Science Foundation. 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. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. 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. 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. (1997). Teachers play a critical role in leading laboratory experiences in ways that support student learning. Can schools narrow the black-white test score gap? Further research is needed to inform design of laboratory-focused teacher professional development that can support teachers in improving laboratory instruction. Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. The importance of pedagogical content knowledge challenges assumptions about what science teachers should know in order to help students attain the goals of laboratory experiences. fessional development aligned with the curricula leads to increases in students progress toward the goals of laboratory experiences (Slotta, 2004). Laboratories in science education: Understanding the history and nature of science. Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. Linn, M.C. Since the 19th century, when schools began to teach science systematically, the laboratory has become a distinctive feature of chemistry learning. It may be useful, however, to begin . Goldhaber, D.D., and Brewer, D.J. Davis, and P. Bell (Eds. A teachers academic science preparation appears to affect student science achievement generally. Review of Educational Research, 52(2), 201-217. Professional development and preservice programs that combined laboratory experiences with instruction about the key concepts of the nature of science and engaged teachers in reflecting on their experiences in light of those concepts were more successful in developing improved understanding (Khalic and Lederman, 2000). 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 need to carefully consider written work and what they observe while students engage in projects and investigations. Studies focusing specifically on science teacher quality and student achievement are somewhat more conclusive. 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. 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. The school science laboratory: Historical perspectives and contexts for contemporary teaching. The condition of education. Mahwah, NJ: Lawrence Earlbaum. Washington, DC: Author. Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. They must guide and focus ongoing discussion and reflection with individuals, laboratory groups, and the entire class. Hillsdale, NJ: Lawrence Erlbaum. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. Teaching Assistant Responsibilities Arrive on time & remain in lab. Journal of the Learning Sciences, 6(2), 227-269. 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 functions of the laboratory teaching assistant are to provide instruction, supervision, and assistance, as required, to the students in his/her section. Some individual teachers told our committee that they did not have adequate preparation and cleanup time. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. Harlen, W. (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). What is the current status of labs in our nations high schools as a context for learning science? 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). 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). Laboratory experiments Typically, states require only that teachers obtain post-baccalaureate credits within a certain period of time after being hired and then earn additional credits every few years thereafter. These changes persisted several years after the teachers concluded their professional development experiences.. (2004). (1998). Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. Prepare lab apparatus and equipment. During the school year, teachers may access kits of materials supporting laboratory experiences that use biomedical research tools. In W. Fowler (Ed. Teachers, Laboratory Attendants and Gardeners must be made to attend, at regular . School districts, teachers, and others may want to consider these examples, but further research is needed to determine their scope and effectiveness. Other studies have also found that most teachers do not experience sustained professional development and that they view it as ineffective (Windschitl, 2004). The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. Implications of teachers beliefs about the nature of science: Comparisons of the beliefs of scientists, secondary science teachers, and elementary science teachers. School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. Lederman, N.G. Trumbull, D., and Kerr, P. (1993). 7082.) Teachers help their colleagues by sharing instructional resources. Science Teacher Responsibilities: Designing, developing, and delivering quality lesson plans and curricula that adhere to national and school guidelines. What does research tell us about learning in high school science labs? 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 Available at: http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Available at: http://www.fhcrc.org/education/sep/ [accessed Feb. 2005]. Laboratory training is also frequently used to develop skills necessary for more advanced study or research. 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. 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. In N.M. Lambert and B.L. Its the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. Smith, S. (2004). Deng, Z. (2004). Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Coherence (consistency with teachers goals, state standards, and assessments). Millar, R. (2004). One theme that emerges from such research is that the content knowledge gained from undergraduate work is often superficial and not well integrated. The study examined the relationship between professional development and teaching practice in terms of three specific instructional practices: (1) the use of technology, (2) the use of higher order instructional methods, and (3) the use of alternative assessment. However, experts do not agree on which aspects of teacher qualitysuch as having an academic major in the subject taught, holding a state teaching certificate, having a certain number of years of teaching experience, or other unknown factorscontribute to their students academic achievement (Darling-Hammond, Berry, and Thoreson, 2001; Goldhaber and Brewer, 2001). Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). Engaging students in analysis of data gathered in the laboratory and in developing and revising explanatory models for those data requires teachers to be familiar with students practical equipment skills and science content knowledge and be able to engage in sophisticated scientific reasoning themselves. The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). 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. Supovitz, J.A., and Turner, H.M. (2000). When asked whether they had time during the regular school week to work with colleagues on the curriculum and teaching, 69 percent of high school teachers disagreed and 4 percent had no opinion, leaving only 28 percent who agreed. Click here to buy this book in print or download it as a free PDF, if available. Institute participants also asked for more discussion of assessment methods for laboratory teaching, including the role of video testing, and also recommended inclusion of sessions that address teaching science laboratory classes on a small budget. However, the students were surprised that methods taken from the literature did not always work. National Research Council. 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. The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. 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. (2002). 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.. Hirsch, E., Koppich, J.E., and Knapp, M.S. (ED 409-634.) 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). It is unclear whether these and other ad hoc efforts to provide summer research experiences reach the majority of high school science teachers. Between sessions, teacher participants reflected on what they were learning and applied some of it in their classrooms, following the active learning approach suggested by the research on professional development for science teachers. Gamoran, A., Anderson, C.W., Quiroz, P.A., Seceda, W.G., Williams, T., and Ashmann, S. (2003). 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. Few professional development programs for science teachers emphasize laboratory instruction. The Integral Role of Laboratory Inves-tigations in Science Instruction, the National Science Teachers Association (NSTA, 2007) presents a similar sen- . Bell, P. (2004). Lee, O., and Fradd, S.H. The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). (1995). The degree to which teachers themselves have attained the goals we speak of in this report is likely to influence their laboratory teaching and the extent to which their students progress toward these goals. 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). There are promising examples of teacher professional development focused on laboratory experiences. 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. laboratory notebooks, essays, and portfolios (Hein and Price, 1994; Gitomer and Duschl, 1998; Harlen, 2000, 2001). Internet environments for science education. 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. Second group of factors are the environmental factors. 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. What Companies Does The Mormon Church Own,
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