Does teacher certification matter? Available at: http://www.sedl.org/connections/research-syntheses.html [accessed May 2005]. 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. 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. Evaluating the evidence. Click here to buy this book in print or download it as a free PDF, if available. Boys and girls in the performance-based classroom: Whos doing the performing? How should student learning in laboratory experiences be assessed? They felt confident to guide their students through the same process, where there is no right answer.. Gamoran and colleagues found that, although the educational researchers provided an infusion of expertise from outside each of the six school sites, the professional development created in collaboration with the local schools had its greatest impact in supporting local teachers in developing their own communities. Committee on High School Biology Education, Commission on Life Sciences. Life in science laboratory classrooms at the tertiary level. People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. 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. As One theme that emerges from such research is that the content knowledge gained from undergraduate work is often superficial and not well integrated. Using questioning to assess and foster student thinking. 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. The Technical Assistant's role is not to design curriculum, plan lessons or teach classes. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. Requirements for professional development of in-service science teachers differ widely from state to state. Register for a free account to start saving and receiving special member only perks. Darling-Hammond, L., Berry, B., and Thoreson, A. Constructivist approaches to science teaching. However, several types of inflexible scheduling may discourage effective laboratory experiences, including (a) limits on teacher planning time, (b) limits on teacher setup and cleanup time, and (c) limits on time for laboratory experiences. 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). The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. Tobin (Eds. Haase, B.S. 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). It was implemented over four day-long Saturday sessions spread over a semester. International Journal of Science Education 22(7), 665-701. Priestley, W., Priestley, H., and Schmuckler, J. Block scheduling is one approach schools have used to provide longer periods of time for laboratory activities and discussion. Rethinking laboratories. DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. Center for Education. 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. A three-way error components analysis of educational productivity. ASCP understands your role in the medical laboratory and has developed cost effective learning products, tools to manage your re-certification, and opportunities for you to grow as a leader in the laboratory. Available at: http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp [accessed Feb. 2005]. 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). 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). Generally, the body of research is weak, and the effects of teacher quality on student outcomes are small and specific to certain contexts. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . 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. However, the undergraduate education of future science teachers does not currently prepare them for effective laboratory teaching. The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. 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). Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. Project ICAN: Inquiry, Context, and Nature of Science. ), Development in school finance, 1996. Arlington, VA: National Science Teachers Association. The final section concludes that there are many barriers to improving laboratory teaching and learning in the current school environment. All rights reserved. laboratory notebooks, essays, and portfolios (Hein and Price, 1994; Gitomer and Duschl, 1998; Harlen, 2000, 2001). In J.M. Science Education, 77, 261-278. Respecting childrens own ideas. Background: (1998). Before its too late: A report to the nation from the national commission on mathematics and science teaching for the 21st century. We then present promising examples of approaches to enhancing teachers capacity to lead laboratory experiences. 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. 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). Atkin and J.E. The condition of education. Reston, VA: Association of Teacher Educators. Equity for linguistically and culturally diverse students in science education. Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. 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. London, England: Kluwer Academic. McComas, W.F., and Colburn, A.I. Responsibilities of Teachers Clinical Supervision of Medical Students Resident, Fellow and Graduate Teaching Assistant as Teacher Policy Responsibilities of Learners Course Directors' Expectations of Students The teacher-learner relationship confers rights and responsibilities on both parties. It is important for the teacher to be a good learner so as to keep up with the changes. AAPT guidelines for high school physics programs. 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. Seattle: Author. 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). 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. 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. Laboratory learning: Addressing a neglected dimension of science teacher education. These limits, in turn, could contribute to lower science achievement, especially among poor and minority students. 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. 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. Journal of Research in Science Teaching, 31, 621-637. Mathematics and science teachers reported more frequently than other teachers that job dissatisfaction was the reason they left their jobs. 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). Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. Science Education, 77(3), 301-317. Bayer Corporation. Schwartz, R., and Lederman, N. (2002). Organizational conditions that support inquiry in high school science instruction. 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. 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. In developing an investigation for students to pursue, teachers must consider their current level of knowledge and skills, the range of possible laboratory experiences available, and how a given experience will advance their learning. Journal of Science Education and Technology, 4(2), 103-126. Educational Policy, 17(5), 613-649. (2004). Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. Mahwah, NJ: Lawrence Erlbaum. 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. (2000). Science Education, 75, 121-133. A supportive school administration could help teachers overcome their isolation and learn from each other by providing time and space to reflect on their laboratory teaching and on student learning in the company of colleagues (Gamoran, 2004). . Those who understand: Knowledge growth in teaching. Science Education, 88, 28-54. Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. Associations of science teachers have taken differing positions on how administrators can best support teachers in preparing for and cleaning up after laboratory experiences. Hirsch, E., Koppich, J.E., and Knapp, M.S. Internet environments for science education. To date, over 400 RE-SEED volunteers have worked with schools in 10 states. The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom. (2004). At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory University of Michigan Physics Department: GSI training course. Journal of Personnel Evaluation in Education, 11(1), 57-67. In W. Fowler (Ed. Educating teachers of science, mathematics, and technology. They appeared to have little understanding of the field writ large. Ferguson, R. (1998). National Center for Education Statistics. In doing so, they showed teachers how laboratory experiences. 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). Journal of Research in Science Teaching, 39(3), 205-236. 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). 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. Hofstein, A., and Lunetta, V.N. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. 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. In another approach, schools can schedule science classes for double periods to allow more time for both carrying out investigations and reflecting on the meaning of those investigations. The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. However, the students were surprised that methods taken from the literature did not always work. Volkmann, M., and Abell, S. (2003). Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? Lynch, S., Kuipers, J., Pike, C., and Szeze, M. (in press). Javonovic, J., and King, S.S. (1998). We begin by identifying some of the knowledge and skills required to lead laboratory experiences aligned with the goals and design principles we have identified. Zahopoulos, C. (2003). 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. (2002). Tushnet, N.C., Millsap, M.A., Noraini, A., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). The teachers skills in posing questions and leading discussions affect students ability to build meaning from their laboratory experiences. 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. 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). Cambridge, MA: Harvard University Press. 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). Hillsdale, NJ: Lawrence Erlbaum. Tobin (Eds. Cobus van Breda was born and schooled in Windhoek, Namibia. Research conducted in teacher education programs provides some evidence of the quality of preservice science education (Windschitl, 2004). McComs (Eds. Laboratory Learning: An Inservice Institute. Do all student have access to laboratory experiences? (2002). Show this book's table of contents, where you can jump to any chapter by name. Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. No national survey data are available to indicate whether science teachers receive adequate preparation time or assistance from trained laboratory technicians. This is a culminating project for a Forensics course or unit. 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). Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). 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. Available at: http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html. Prepare lab apparatus and equipment. Catley, K. (2004). The institute included a blend of modeling, small group work, cooperative learning activities, and theoretical and research-based suggestions (p. 122). They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. ), How students learn: Reforming schools through learner-centered education (pp. Is there a shortage among mathematics and science teachers? 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. 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. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculumand how that can be accomplished. This course is developed to improve the effectiveness of laboratory classes in higher education. Clark, R.L., Clough, M.P., and Berg, C.A. Linn, E.A. Jump up to the previous page or down to the next one. 6. 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. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Supporting classroom discussions may be particularly challenging for teachers who work with a very diverse student population in a single classroom, or those who have a different cultural background from their students (see Tobin, 2004). It means figuring out what students comprehend by listening to them during their discussions about science. (1999). After completion of the course, teachers classroom behaviors were videotaped and analyzed against traditional and reformed instructional strategies. 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). Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. 249-262). 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). The limited evidence available indicates that some undergraduate science programs do not help future teachers develop full mastery of science subject matter. Gamoran, A. The committee identified a limited portfolio of examples of promising approaches to professional development that may support teachers in leading laboratory experiences designed with clear learning outcomes in mind, thoughtfully sequenced into the flow of classroom science instruction, integrating the learning of science content and process, and incorporating ongoing student reflection and discussion. Review of Educational Research, 52(2), 201-217. Active assessment for active learning. Implications of teachers beliefs about the nature of science: Comparisons of the beliefs of scientists, secondary science teachers, and elementary science teachers. 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). Teachers help their colleagues by sharing instructional resources. U.S. Department of Education. About this Course. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Establishing classroom, lab, and field trip rules and regulations and ensuring that . Formative assessment, that is, continually assessing student progress in order to guide further instruction, appears to enhance student attainment of the goals of laboratory education. This paper explores the role of laboratory and field-based research experiences in secondary science education by summarizing research documenting how such activities promote science learning. It appears that the uneven quality of current high school laboratory experiences is due in part to the preparation of science teachers to lead these experiences. Educational Researcher, 15, 4-14. (1989). Maienschein, J. 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. 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). The American Association of Physics Teachers (AAPT) suggests that physics teachers should be required to teach no more than 275 instructional minutes per day. Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. Austin, TX: Southwest Educational Development Laboratory. Seeking more effective outcomes from science laboratory experiences (Grades 7-14): Six companion studies. The effects of instruction on college nonmajors conceptions of respiration and photosynthesis. 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. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC.
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