Project ICAN: Inquiry, Context, and Nature of Science. They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. Teachers require deep conceptual knowledge of a science discipline not only to lead laboratory experiences that are designed according to the research, but also to lead a full range of laboratory experiences reflecting the range of activities of scientists (see Chapter 1). 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 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. In a study of 100 preservice science teachers, only 20 percent reported having laboratory experiences that gave them opportunities to ask their own questions and to design their own science investigations (Windschitl, 2004). 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. 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. The Integral Role of Laboratory Inves-tigations in Science Instruction, the National Science Teachers Association (NSTA, 2007) presents a similar sen- . They need to carefully consider written work and what they observe while students engage in projects and investigations. One study indicated that significant change in teaching practice required about 80 hours of professional development (Supovitz and Turner, 2000). Focusing laboratory experiences on clear learning goals requires that teachers understand assessment methods so they can measure and guide their students progress toward those goals. Chapel Hill, NC : Horizon Research. 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). This professional development institute also incorporated ongoing opportunities for discussion and reflection. Hammer, D. (1997). Primary science: Taking the plunge. Lunetta, V.N. The inequities in the availability of academically prepared teachers may pose a serious challenge to minority and poor students progress toward the. 153-186). Cambridge, MA: National Bureau of Economic Research. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . teacher is teaching both chemistry and physics, requiring more preparation time (American Association of Physics Teachers, 2002). Earn CE Get Involved Advocate/Support Your Profession Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. In M.C. The Higher Education Chemistry (RSC), 5 (2), 42-51. What types of knowledge do teachers use to engage learners in doing science? 1 Introduction, History, and Definition of Laboratories, 3 Laboratory Experiences and Student Learning, 5 Teacher and School Readiness for Laboratory Experiences, 7 Laboratory Experiences for the 21st Century, APPENDIX A Agendas of Fact-Finding Meetings, APPENDIX B Biographical Sketches of Committee Members and Staff. Committee on High School Biology Education, Commission on Life Sciences. 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 Research in Science Teaching, 30, 919-934. instructors and laboratory assistants working in school or college settings in vocational . At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory 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). A three-way error components analysis of educational productivity. Journal of College Science Teaching, 33(6). 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. Linn, M.C. The teachers skills in posing questions and leading discussions affect students ability to build meaning from their laboratory experiences. 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. 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. Available at: http://www.fhcrc.org/education/sep/ [accessed Feb. 2005]. ), Faculty development for improving teacher preparation (pp. Teachers require a deep understanding of scientific processes in order to guide students procedures and formulation of research questions, as well as deep understanding of science concepts in order to guide them toward subject matter understanding and other learning goals. (1991). Teaching Assistant Responsibilities Arrive on time & remain in lab. Enforcing laboratory rules . DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. Songer, C., and Mintzes, J. 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 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. Emerging issues and practices in science assessment. Sanders, W.L., and Rivers, J.C. (1996). Active assessment for active learning. Constructivist approaches to science teaching. For example, the teacher might use descriptive or qualitative language or images to convey concepts related to. 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). 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. Tobin, K.G. Chapel Hill, NC: Horizon Research. 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. (2002). Prepare lab apparatus and equipment. laboratory as well as for the laboratory use in science teaching. . Not a MyNAP member yet? 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). Students were asked to survey the literature for methods to reduce aromatic nitro compounds to the corresponding amines. 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). Register for a free account to start saving and receiving special member only perks. The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. Educational Evaluation and Policy Analysis, 23(1), 79-86. 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. (1998). Introduction The laboratory in the school has been defined by several authors in different ways. As already known, most of the teacher candidates carry out closeended laboratory - practices throughout their university education [14]. 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. Teachers play a critical role in leading laboratory experiences in ways that support student learning. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. At Vanderbilt University, Catley conducts a summer-long course on research in organismal biology. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). 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 . (71) $4.50. Mahwah, NJ: Lawrence Erlbaum. (2004). How do teachers work and learnspecifically related to labs. Understanding cellular respiration: An analysis of conceptual change in college biology. 357-382). In a year-long study of prospective biology teachers (Gess-Newsome and Lederman, 1993), the participants reported never having thought about the central ideas of biology or the interrelationships among the topics. (2004). Designing professional development for teachers of science and mathematics. NSTA position statement: Laboratory science. The literature provides an overview of a range of factors motivating and demotivating pre-service and in-service teachers, and the role teacher motivation plays in possible links with other areas. Share a link to this book page on your preferred social network or via email. (2001). A teacher knows how to work well as part of a team. Laboratory training is also frequently used to develop skills necessary for more advanced study or research. New York: City College Workshop Center. 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. U.S. Department of Education. 1. Hanusek, E., Kain, J., and Rivkin, S. (1999). Learning in the laboratory: Some thoughts from the literature. 7082.) Key words: Laboratory, chemistry, teaching, achievement, students. Teachers who had engaged in even more intensive professional development, lasting at least 160 hours, were most likely to employ several teaching strategies aligned with the design principles for effective laboratory experiences identified in the research. What can they contribute to science learning? Linn, E.A. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. (2003). Further research is needed to evaluate these and other efforts to link scientists with K-12 education. Cambridge, MA: Harvard University Press. Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. The school science laboratory: Historical perspectives and contexts for contemporary teaching. Harlen, W. (2000). The National Academies of Sciences, Engineering, and Medicine, America's Lab Report: Investigations in High School Science, http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04, http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html, http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html, http://epx.sagepub.com/cgi/content/abstract/17/5/613, http://www.educationnext.org/20021/50.html, http://www.sedl.org/connections/research-syntheses.html, http://www7.nationalacademies.org/bose/July_12-13_2004_High_School_Labs_Meeting_Agenda.html, http://www.nsta.org/positionstatementandpsid=16, http://www.horizon-research.com/reports/2002/2000survey/trends.php, http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_Labs_Meeting_Agenda.html, http://www7.nationalacademies.org/bose/KTobin_71204_HSLabs_Mtg.pdf, http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp, http://www.scied.science.doe.gov/scied/LSTPD/about.htm. Educating teachers of science, mathematics, and technology. In chemistry laboratories at large universities, the instructors of record are typically graduate or undergraduate . (2002). A study of a much smaller sample of teachers yielded similar findings (Catley, 2004). Davis, and P. Bell (Eds. (1997). 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. Journal of Research on Science Teaching, 37, 963-980. (2004). Arlington, VA: National Science Teachers Association. Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. 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. Schwartz, R., and Lederman, N. (2002). Journal of Research in Science Teaching. A study package for examining and tracking changes in teachers knowledge. They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). Evaluating the evidence. The available evidence indicates that the current science teaching workforce lacks the knowledge and skills required to lead a range of effective laboratory experiences. New York: Teachers College Press. 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). (2002). Arlington, VA: National Science Foundation. The effects of instruction on college nonmajors conceptions of respiration and photosynthesis. In B.J. The limited evidence available indicates that some undergraduate science programs do not help future teachers develop full mastery of science subject matter. Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Science Teacher Responsibilities: Designing, developing, and delivering quality lesson plans and curricula that adhere to national and school guidelines. in a limited range of laboratory experiences that do not follow the principles of instructional design identified in Chapter 3. 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). In M.D. 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. 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. Henderson, A.T., and Mapp, K.L. Deep disciplinary expertise is necessary to help students learn to use laboratory tools and procedures and to make observations and gather data. Driver, R. (1995). One study found that schools that provide more support to new teachers, including such professional development activities as induction and mentoring, have lower turnover rates (Ingersoll, 2003, p. 8). Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. 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). (2004). The effects of professional development on science teaching practices and classroom culture. educational outcomes (Ferguson, 1998; Goldhaber, 2002; Goldhaber, Brewer, and Anderson, 1999; Hanushek, Kain, and Rivkin, 1999; Wright, Horn, and Sanders, 1997). 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. Hilosky, A., Sutman, F., and Schmuckler, J. A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. Teachers College Record, 105(3), 465-489. 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 . You're looking at OpenBook, NAP.edu's online reading room since 1999. Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). ), International handbook of science education (pp. Committee on Science and Mathematics Teacher Preparation, Center for Education. Results of the study also confirmed the effectiveness of providing active learning opportunities. 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). 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. The institute included a blend of modeling, small group work, cooperative learning activities, and theoretical and research-based suggestions (p. 122). Hein, G.E., and Price, S. (1994). Erroneous ideas about respiration: The teacher factor. In B.J. Professional development opportunities for science teachers are limited in quality, availability, and scope and place little emphasis on laboratory instruction. 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. Darling-Hammond, L., Berry, B., and Thoreson, A. National Center for Family and Community Connections with Schools. Educational Evaluation and Policy Analysis, 24(2), 81-112. Ferguson, R. (1998). Undergraduate science students, including preservice teachers, engage. Shulman, L.S. (2002). Further research is needed to inform design of laboratory-focused teacher professional development that can support teachers in improving laboratory instruction. The role of teacher in the acquisition of scientific knowledge in Secondary School Science class cannot be underestimated. Resource Provider. Priestley, W., Priestley, H., and Schmuckler, J. Khalic, A., and Lederman, N. (2000). Its the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. Administrators who take a more flexible approach can support effective laboratory teaching by providing teachers with adequate time and space for ongoing professional development and shared lesson planning. 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. A research agenda. Boys and girls in the performance-based classroom: Whos doing the performing? 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. Volunteers receive training, a sourcebook of activities appropriate for middle school students, a kit of science materials, and a set of videotapes. 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. Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. Supovitz, J.A., and Turner, H.M. (2000). Block scheduling is one approach schools have used to provide longer periods of time for laboratory activities and discussion. A survey of students, teachers, and volunteers yielded positive results. Fred Hutchinson Cancer Research Center. [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. In D.G. Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005]. 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. (2000). The investigators found that professional development focused. They also spend a week doing laboratory research with a scientist mentor at the Fred Hutchinson Center or one of several other participating public and private research institutions in Seattle. Journal of Science Education and Technology, 4(2), 103-126. Hillsdale, NJ: Lawrence Erlbaum. Bruner, J. Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). Project ICAN includes an intensive three-day summer orientation for science teachers followed by full-day monthly workshops from September through June, focusing on the nature of science and scientific inquiry. 99-138). 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). 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. 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). High school science laboratories. Available at: http://www.educationnext.org/20021/50.html [accessed Feb. 2005]. Educational Evaluation and Policy Analysis, 23(1), 57-77. International Journal of Science Education 22(7), 665-701. Catley, K. (2004). 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. New York: Pergamon. Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. 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. Reston, VA: Association of Teacher Educators. In this section we describe the difficulty school administrators encounter when they try to support effective laboratory teaching. Laboratory learning: Addressing a neglected dimension of science teacher education. The arts and science as preparation for teaching. Internet environments for science education. These professionals use specialized instrumentation and techniques to analyze patients' samples, such as blood, urine, body fluids and tissue, and stool. Educational Policy, 14(3), 331-356. The laboratory science teacher professional development program. Teaching failure in the laboratory. Lee, O. Fulfilling the promise: Biology education in the nations schools. Among teachers who acted as heads of science departments, 21 percent indicated that the lack of opportunities for teachers to share ideas was a serious problem for science instruction (Smith et al., 2002). Time constraints can also discourage teachers from the challenges of setting up and testing laboratory equipment and materials. 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. 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). Journal of Research in Science Teaching, 31, 621-637. 61-74). 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. Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. Fraser and K.G. Anderson, C., Sheldon, T., and Dubay, J. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. Laboratory experiences and their role in science education. 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). Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. (2004). Click here to buy this book in print or download it as a free PDF, if available. East Lansing, MI: National Center for Research in Teacher Education. surveys defined poor administrative support as including a lack of recognition and support from administration and a lack of resources and material and equipment for the classroom. These workshops include microteaching (peer presentation) sessions. Laboratory Learning: An Inservice Institute. Evaluating the evidence on teacher certification: A rejoinder. Report equipment problems in writing to the Lab Staff. Finally, adequate time is essential for student learning in laboratory experiences. In addition, they found that commercially available laboratory manuals failed to provide cognitively challenging activities that might help to bridge the gap between teachers lack of knowledge and improved laboratory experiences (McComas and Colburn, 1995, p. 120).
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