MyNAP members SAVE 10% off online. High school science laboratories. Professional Development Partnerships with the Scientific Community. In D.G. The 2000 National Survey of Science and Mathematics Education: Compendium of tables. However, it also reveals some gaps in the . Linn, M.C. Teaching Assistant Responsibilities Arrive on time & remain in lab. Millar, R., and Driver, R. (1987). Songer, C., and Mintzes, J. Abstract available at: http://epx.sagepub.com/cgi/content/abstract/17/5/613 [accessed May 2005]. Washington, DC: National Academy Press. Literature review: The role of the teacher in inquiry-based education. DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). Education Economics, 7(3), 199-208. However, formulating such questions can be difficult (National Research Council, 2001a, 2001b). One study indicated that significant change in teaching practice required about 80 hours of professional development (Supovitz and Turner, 2000). Science Teacher (October), 40-43. Rethinking laboratories. 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). 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. Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. Fraser and K.G. They felt confident to guide their students through the same process, where there is no right answer.. 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. Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers. The proper performance of these duties requires the undivided attention of the teaching assistant during each laboratory period. To lead laboratory experiences that incorporate ongoing student discussion and reflection and that focus on clear, attainable learning goals, teachers require pedagogical content knowledge. 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. Generally, the body of research is weak, and the effects of teacher quality on student outcomes are small and specific to certain contexts. U.S. Department of Education. The laboratory science teacher professional development program. They should advise teachers where any concerns arise regarding safety, scheduling or resourcing of Results of the study also confirmed the effectiveness of providing active learning opportunities. Despite the weakness of current professional development for laboratory teaching, a growing body of research indicates that it is possible to develop and implement professional development that would support improved laboratory teaching and learning. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Why staying ahead one chapter doesnt really work: Subject-specific pedagogy. Using questioning to assess and foster student thinking. Synergy research and knowledge integration. Washington, DC: National Academy Press. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. Many schools schedule eight 40- to 55-minute class periods, so that following the AAPT guidelines would allow physics teachers two preparation periods. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory A focus on deepening teachers knowledge of science or mathematics. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. Those who understand: Knowledge growth in teaching. 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. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. As we have discussed, teachers face an ongoing tension between allowing students greater autonomy in the laboratory and guiding them toward accepted scientific knowledge. (1997). Washington, DC: American Psychological Association. The actual crime scene processing takes place in one day and the entire project can take up to 7 depending on your schedule. Further research is needed to assess the extent to which such programs help teachers develop the knowledge and skills required to lead laboratory experiences in ways that help students master science subject matter and progress toward other science learning goals. Teachers also need to know how to judge the quality of students oral presentations. DeSimone, L.M., Porter, A.S., Garet, M.S., Yoon, K.S., and Birman, B. Volkmann, M., and Abell, S. (2003). Westbrook, S., and Marek, E. (1992). Their previous, closely prescribed laboratory experiences had not helped them to understand that there are many different ways to effect a particular chemical transformation. Journal of Research in Science Teaching, 29, 51-61. Key words: Laboratory, chemistry, teaching, achievement, students. Hammer, D. (1997). In contrast, a physicist might use mathematics to describe or represent the reflection, transmission, and absorption of light. teacher is teaching both chemistry and physics, requiring more preparation time (American Association of Physics Teachers, 2002). 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 addition to the many programs to increase teachers knowledge and abilities discussed above, the scientific community sometimes engages scientists to work directly with students. Collaborator. Javonovic, J., and King, S.S. (1998). In M.C. Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. 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. Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. They also modeled longer postlaboratory activities focused on using student data and observations as the engine for further instruction. Laboratory learning: Addressing a neglected dimension of science teacher education. 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. Summer research experiences that may enhance science teachers laboratory teaching need not take place in a laboratory facility. Catley (2004) reports that having gone through the process of frustration, false starts and the elation of completion, [the teachers] came away with a deeper understanding of how inquiry works and a sense of empowerment. 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). Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). Washington, DC: Author. Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? The teachers skills in posing questions and leading discussions affect students ability to build meaning from their laboratory experiences. Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. 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. This professional development institute also incorporated ongoing opportunities for discussion and reflection. 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. Washington, DC: Brookings Institution. Hegarty-Hazel, E. (1990). Teachers, Laboratory Attendants and Gardeners must be made to attend, at regular . ), The black-white test score gap. (1994). can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. The primary role of a teacher is to establish a learning environment where all students are able to learn and are motivated to learn, an environment that is both challenging and supportive: Establish a learning community consisting of the teacher and the students National Research Council. They must address the challenge of helping students to simultaneously develop scientific reasoning, master science subject matter and progress toward the other goals of laboratory experiences. 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. (1997). These professionals use specialized instrumentation and techniques to analyze patients' samples, such as blood, urine, body fluids and tissue, and stool. Laboratory training is also frequently used to develop skills necessary for more advanced study or research. Teachers do not have sole responsibility for carrying out laboratory experiences that are 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, as suggested by the research. 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. Shulman (1986, p. 8) has defined pedagogical content knowledge as: [A] special amalgam of content and pedagogy that is uniquely the province of teachers, their own form of professional understanding. 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. Journal of Research in Science Teaching, 39(3), 205-236. Science Education, 77(3), 301-317. 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). The mystery of good teaching: Surveying the evidence on student achievement and teachers characteristics. ), International handbook of science education (pp. Journal of Research in Science Teaching, 27, 761-776. Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., and Hewson, P.W. 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. University researchers inchoate critiques of science teaching: Implications for the content of pre-service science teacher education. Respecting childrens own ideas. 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). Improving high school science teachers capacity to lead laboratory experiences effectively is critical to advancing the educational goals of these experiences. 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. Teachers need to listen in a way that goes well beyond an immediate right or wrong judgment. 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. They further report (Lederman, 2004, p. 8): By observing practicing scientists and writing up their reflections, teachers gained insight into what scientists do in various research areas, such as crystallization, vascular tissue engineering, thermal processing of materials, nutrition, biochemistry, molecular biology, microbiology, protein purification and genetics. Pomeroy, D. (1993). This body of knowledge addressed the kind of laboratory instruction given to students, consideration of students with special needs, supportive teaching behaviors, models to engage students working in small groups, the sequencing of instruction, and modes of assessment (p. 121). 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 The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. workincluding verification workrequires deep knowledge of the specific science concepts and science processes involved in such work (Millar, 2004). Atkin and J.E. Hanusek, E., Kain, J., and Rivkin, S. (1999). Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. 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). View our suggested citation for this chapter. Washington, DC: Author. 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. Internet environments for science education. take place in a school laboratory, but could also occur in an out-of-school setting, such as the student's home or in the field (e.g. Goldhaber, D.D., and Brewer, D.J. 249-262). In M.D. American Association of Physics Teachers. Providing Expert Assistance to Schools and 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. Block scheduling is one approach schools have used to provide longer periods of time for laboratory activities and discussion. Seattle: University of Washington, Center for the Study of Teaching and Policy. 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. Henderson, A.T., and Mapp, K.L. Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. 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. . Among the volunteers, 97 percent said they would recommend RE-SEED to a colleague, and most said that the training, placement in schools, and support from staff had made their time well spent (Zahopoulos, 2003). (1995). (2002). Students cannot be admitted to the classroom until you arrive. Time constraints can also discourage teachers from the challenges of setting up and testing laboratory equipment and materials. Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). 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. Zip. (2004). Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. Gamoran, A. In addition, few high school teachers have access to curricula that integrate laboratory experiences into the stream of instruction. Constructivist approaches to science teaching. 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. They should be proactive in every aspect of laboratory safety, making safety a priority. Journal of Research in Science Teaching. (1998). Journal of Research in Science Teaching, 30, 919-934. The culture of education. New York: Teachers College Press. 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. Philadelphia: Open University Press. light, such as reflection, transmission, and absorption. The group employs a variety of long-term strategies, such as engaging teachers in curriculum development and adaptation, action research, and providing on-site support by lead teachers (Linn, 1997; Lederman, 2004). Chapel Hill, NC : Horizon Research. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Zahopoulos, C. (2003). DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. With the support of the Howard Hughes Medical Institute (HHMI), several medical colleges and research institutions provide laboratory-based science experiences for science teachers and their students. 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. (1997). They lock up all the reagents and unplug all electrical equipment to minimize the chances of accidents and fires. Educational Policy, 17(5), 613-649. Share a link to this book page on your preferred social network or via email. (2002). (1998). laboratory as well as for the laboratory use in science teaching. 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 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. Smith, S. (2004). ), The student laboratory and the curriculum (pp. Lee, O. 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). 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). Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. Seattle: Author. (1996). Journal of Chemical Education, 75(1), 100-104. Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released. (2001a). Pre-service education and in-service professional development for science teachers rarely address laboratory experiences and do not provide teachers with the knowledge and skills needed to lead laboratory experiences. Review of Educational Research, 52 (2), 201-217. 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. 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. National Research Council. The role of the laboratory in science teaching: Neglected aspects of research. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Professional development opportunities for science teachers are limited in quality, availability, and scope and place little emphasis on laboratory instruction. The role of the laboratory in science teaching: Neglected aspects of research. It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. Loucks-Horsley, Love, Stiles, Mundry, and Hewson (2003) provide a detailed design framework for professional development and descriptions of case studies, identifying strategies for improving science teaching that may be applicable to improving laboratory teaching. They reported that the chief function of their school was instruction, followed, in order of emphasis, by preservice teacher education, research, and inservice teacher education. Research 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). What is the current status of labs in our nations high schools as a context for learning science? an increasingly important aspect of their general pedagogical knowledge. Studies focusing specifically on science teacher quality and student achievement are somewhat more conclusive. Education Next, 2(1), 50-55. 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. Introduction The laboratory in the school has been defined by several authors in different ways. 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. Tushnet, N.C., Millsap, M.A., Noraini, A., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). 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. 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). University of Michigan Physics Department: GSI training course. Portsmouth, NH: Heinemann. The American Association of Physics Teachers (AAPT) suggests that physics teachers should be required to teach no more than 275 instructional minutes per day. However, the undergraduate education of future science teachers does not currently prepare them for effective laboratory teaching. The purpose of this paper is to explore and discuss the role of practical work in the teaching and learning of science at school level. 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. (1986). 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). Educating teachers of science, mathematics, and technology. Teachers draw on all of the types of knowledge listed abovecontent knowledge, pedagogical content knowledge, general pedagogical knowledge, and knowledge of assessmentin their daily work of planning and leading instruction. Copyright 2023 National Academy of Sciences. Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. Hirsch, E., Koppich, J.E., and Knapp, M.S. The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom. A series of studies conducted over the past several decades has shown that teachers are one of the most important factors influencing students. Harlen, W. (2001). 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). 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.