To date, over 400 RE-SEED volunteers have worked with schools in 10 states. Harrison and Killion (2007) defined the roles of . Volunteers receive training, a sourcebook of activities appropriate for middle school students, a kit of science materials, and a set of videotapes. 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. Hein, G.E., and Price, S. (1994). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. The institute included a blend of modeling, small group work, cooperative learning activities, and theoretical and research-based suggestions (p. 122). Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. These might include websites, instructional materials, readings, or other resources to use with students. How can school organization contribute to effective laboratory teaching. Prepare lab apparatus and equipment. Evaluating the evidence on teacher certification: A rejoinder. The teachers, all biology majors, could only list the courses they had taken as a way to organize their fields. The impact of longer term intervention on reforming the approaches to instructions in chemistry by urban teachers of physical and life sciences at the secondary school level. Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. (71) $4.50. One study illustrates undergraduate students lack of exposure to the full range of scientists activities, and the potential benefits of engaging them in a broader range of experiences. The Biological Sciences Curriculum Study. (1996). 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. Committee on High School Biology Education, Commission on Life Sciences. National Research Council. (2004). Ferguson, R. (1998). 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). 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). (2001b). Professional development opportunities for science teachers are limited in quality, availability, and scope and place little emphasis on laboratory instruction. Teachers play a critical role in leading laboratory experiences in ways that support student learning. ), Internet environments for science education. goals of laboratory experiences. 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. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. 1071 Palmer Commons In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. The investigators found that professional development focused. In N.M. Lambert and B.L. High school science laboratories. Wright, S.P., Horn, S., and Sanders, W. (1997). Chapel Hill, NC: Horizon Research. 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. van Zee, E., and Minstrell, J. Catley, K. (2004). The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. Studies focusing specifically on science teacher quality and student achievement are somewhat more conclusive. Associations of science teachers have taken differing positions on how administrators can best support teachers in preparing for and cleaning up after laboratory experiences. Ready to take your reading offline? The effects of professional development on science teaching practices and classroom culture. 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. Available at: http://www.fhcrc.org/education/sep/ [accessed Feb. 2005]. Duschl, R. (1983). Portsmouth, NH: Heinemann. A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. location_onUniversity of Michigan Khalic, A., and Lederman, N. (2000). Teacher awareness of students science needs and capabilities may be enhanced through ongoing formative assessment. Teaching Assistant Responsibilities Arrive on time & remain in lab. 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. School districts, teachers, and others may want to consider these examples, but further research is needed to determine their scope and effectiveness. Washington, DC: National Academy Press. A Japanese high school language lab shows students' positions This chapter describes some of the factors contributing to the weakness of current laboratory experiences. when studying aspects of biology . Primary science: Taking the plunge. Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). Designing a community of young learners: Theoretical and practical lessons. Hofstein, A., and Lunetta, V.N. Journal of Research in Science Teaching, 31, 621-637. (2003). Laboratory activities have long had a distinct and central role in the science curriculum as a means of making sense of the natural world. However, the students were surprised that methods taken from the literature did not always work. People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. Research on the efficacy of strategies used for professional development related specifically to laboratory experiences, however, is not readily available. Moreover, the teacher console (keyboard) is usually fitted with a tape recorder to monitoring each compartment in the class by the teacher headset and an intercom facility to enable 2-way communication between the teacher and his/her students individually. 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. Teacher participants at the institute experienced firsthand learning as students in several laboratory sessions led by high school instructors who were regarded as master laboratory teachers. thus expanding the teaching or training role; sometimes they are excluded purposely, such as in the case of France, where teachers are only responsible for the actual instruction and the remainder of . (1997). 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). Hanusek, E., Kain, J., and Rivkin, S. (1999). Educating teachers of science, mathematics, and technology. Elementary School Journal, 97(4), 401-417. View our suggested citation for this chapter. 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. Mortimer, E., and Scott, P. (2003). What types of knowledge do teachers use to engage learners in doing science? ), Knowledge base for the beginning teacher. 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). (2000). Educational Policy, 14(3), 331-356. Laboratory work also gives the students the opportunity to experience science by using scientific research procedures. 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). Administrators allocate time, like other resources, as a way to support teachers in carrying out these routines. 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. 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. 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. Laboratory experiences and their role in science education. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. Establishing classroom, lab, and field trip rules and regulations and ensuring that . Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. Zahopoulos, C. (2003). (1998). McComs (Eds. light, such as reflection, transmission, and absorption. Tushnet, N.C., Millsap, M.A., Noraini, A., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). 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). Educational Researcher, 15, 4-14. As 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). Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. The laboratory in science education: Foundations for the twenty-first century. 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. Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. 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. In W. Fowler (Ed. 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. We then compare the desired skills and knowledge with information about the current skills and knowledge of high school science teachers. Transforming teaching in math and science: How schools and districts can support change. Designing professional development for teachers of science and mathematics. ), Proceedings of the Conference on K-12 Outreach from University Science Departments. 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. What does research tell us about learning in high school science labs? In this section, we describe the types of teacher knowledge and skills that may be required to lead a range of laboratory experiences aligned with our design principles, comparing the required skills with evidence about the current state of teachers knowledge and skills. The. Linn, M.C. 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. 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 Teachers need to use data drawn from conversations, observations, and previous student work to make informed decisions about how to help them move toward desired goals. Pomeroy, D. (1993). DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). (2001). Participant teachers were also interviewed. 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). The 2000 National Survey of Science and Mathematics Education: Compendium of tables. 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. or use these buttons to go back to the previous chapter or skip to the next one. Educational Evaluation and Policy Analysis, 23(1), 57-77. Not a MyNAP member yet? Sanders, M. (1993). Schwartz, R., and Lederman, N. (2002). Arlington, VA: National Science Teachers Association. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . Statistical analysis report. Review of Educational Research, 52(2), 201-217. However, many high school teachers currently lack strong academic preparation in a science discipline. Chapel Hill, NC : Horizon Research. Page 111 Share Cite. However, it also reveals some gaps in the . As already known, most of the teacher candidates carry out closeended laboratory - practices throughout their university education [14]. Google Scholar 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). Time constraints can also discourage teachers from the challenges of setting up and testing laboratory equipment and materials. Science Education, 85(3), 263-278. (1995). It will show you how laboratory sessions can differ with respect to their aim and expected learning . Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics: NSF/NELS. 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. Results of the study also confirmed the effectiveness of providing active learning opportunities. Expertise in science alone also does not ensure that teachers will be able to anticipate which concepts will pose the greatest difficulty for students and design instruction accordingly. Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. Educational Evaluation and Policy Analysis, 24(2), 81-112. 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. Knoxville: University of Tennessee Value-Added Research and Assessment Center. Gamoran, A., Anderson, C.W., Quiroz, P.A., Seceda, W.G., Williams, T., and Ashmann, S. (2003). 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. workincluding verification workrequires deep knowledge of the specific science concepts and science processes involved in such work (Millar, 2004). Washington, DC: Author. 100 Washtenaw Ave. Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released. Rethinking the continuum of preparation and professional development for secondary science educators. Gather people close to focus them on what you are doing and consider the range of visual and auditory needs among your students to provide equitable access to the demonstration. Drawing up suitable assessments and delivering helpful feedback to students, parents, and other teachers. This method can assist children in becoming more engaged readers and developing critical thinking abilities. Slotta, J.D. Improving high school science teachers capacity to lead laboratory experiences effectively is critical to advancing the educational goals of these experiences. (2001). The research team focused the curriculum on helping students understand these principles, including flow principles, rate principles, total heat flow principles, and an integration principle. Teachers also need to know how to judge the quality of students oral presentations. Other duties include reinforcing laboratory housekeeping and safety protocol, coordinating with other engineering departments, and receiving, installing, and maintaining laboratory supplies and equipment.
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