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. Arrangements must be made with Instructor to cover unavoidable absences or planned breaks. Do you want to take a quick tour of the OpenBook's features? Gamoran, A. In K. Howey and N. Zimpher (Eds. (2004). Laboratory training is also frequently used to develop skills necessary for more advanced study or research. (71) $4.50. 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 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. No national survey data are available to indicate whether science teachers receive adequate preparation time or assistance from trained laboratory technicians. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. Laboratory Learning: An Inservice Institute. A three-way error components analysis of educational productivity. (1990). 6. Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers. Darling-Hammond, L., Berry, B., and Thoreson, A. (1989). Washington, DC: National Academy Press. Goldhaber, D.D., and Brewer, D.J. View our suggested citation for this chapter. 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. It is unclear whether these and other ad hoc efforts to provide summer research experiences reach the majority of high school science teachers. Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005]. Boys and girls in the performance-based classroom: Whos doing the performing? Can schools narrow the black-white test score gap? 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. Methods of assessing student learning in laboratory activities include systematically observing and evaluating students performance in specific laboratory tasks and longer term laboratory investigations. He suggests that a high school physics teacher should know concepts or principles to emphasize when introducing high school students to a particular topic (p. 264). Studies of the few schools and teachers that have implemented research-based science curricula with embedded laboratory experiences have found that engaging teachers in developing and refining the curricula and in pro-. (2001). Summer research experiences that may enhance science teachers laboratory teaching need not take place in a laboratory facility. Tobin (Eds. Washington, DC: National Academy Press. Formulating research questions appropriate for a science classroom and leading student discussions are two important places where the interaction of the four types of knowledge is most evident. Research conducted in teacher education programs provides some evidence of the quality of preservice science education (Windschitl, 2004). As students analyze observations from the laboratory in search of patterns or explanations, develop and revise conjectures, and build lines of reasoning about why their proposed claims or explanations are or are not true, the teacher supports their learning by conducting sense-making discussions (Mortimer and Scott, 2003; van Zee and Minstrell, 1997; Hammer, 1997; Windschitl, 2004; Bell, 2004; Brown and Campione, 1998; Bruner, 1996; Linn, 1995; Lunetta, 1998; Clark, Clough, and Berg, 2000; Millar and Driver, 1987). Emerging issues and practices in science assessment. (2001b). Volkmann, M., and Abell, S. (2003). When asked whether they had time during the regular school week to work with colleagues on the curriculum and teaching, 69 percent of high school teachers disagreed and 4 percent had no opinion, leaving only 28 percent who agreed. Establishing classroom, lab, and field trip rules and regulations and ensuring that . Journal of Research in Science Teaching, 27, 761-776. Arlington, VA: National Science Foundation. 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. Click here to buy this book in print or download it as a free PDF, if available. This is not a simple task (National Research Council, 2001b, p. 79): To accurately gauge student understanding requires that teachers engage in questioning and listen carefully to student responses. Henderson, A.T., and Mapp, K.L. In 1999-2000, 39.4 percent of all physics teachers in public high schools had neither a major nor a minor in physics, 59.9 percent of all public high school geology teachers lacked a major or minor in geology, 35.7 percent of chemistry teachers lacked a major or minor in that field, and 21.7 percent of biology teachers had neither a major nor a minor in biology (National Center for Education Statistics, 2004). 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 help their colleagues by sharing instructional resources. Priestley, W., Priestley, H., and Schmuckler, J. The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. Science teachers behavior in the classroom is influenced by the science curriculum, educational standards, and other factors, such as time constraints and the availability of facilities and supplies. What changes need to be made to improve laboratory experiences for high school students? 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). (1995). DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). (2004). 99-138). Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. Transforming teaching in math and science: How schools and districts can support change. The contents of the institute were developed on the basis of in-depth field interviews and literature reviews to tap the practical knowledge of experienced science teachers. The American Association of Physics Teachers (AAPT) suggests that physics teachers should be required to teach no more than 275 instructional minutes per day. The functions of the laboratory teaching assistant are to provide instruction, supervision, and assistance, as required, to the students in his/her section. They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Tobin, K.G. 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. Washington, DC: Author. Journal of Science Education and Technology, 4(2), 103-126. It was also clear that teachers enhanced their understanding of science subject matter specific to the lab they experienced. The Technical Assistant's role is not to design curriculum, plan lessons or teach classes. ), Constructivism in education. 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). 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. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. More than 90 percent of the class indicated that the experiment was highly effective in demonstrating the difficulty of scientific investigations and the possibility of failure in science (Glagovich and Swierczynski, 2004). (2004). 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. 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. Cumulative and residual effects of teachers on future student academic achievement. A study package for examining and tracking changes in teachers knowledge. Olsen, T.P., Hewson, P.W., and Lyons, L. (1996). Lynch, S., Kuipers, J., Pike, C., and Szeze, M. (in press). This chapter describes some of the factors contributing to the weakness of current laboratory experiences. Washington, DC: Author. 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). However, compared with other types of professionals, a higher proportion of teachers leave their positions each year. In an ideal world, administrators would provide adequate laboratory space and time to allow students to continue investigations over several weeks or months, and they would also provide time for students to work outside regular school hours. ), The student laboratory and the curriculum (pp. (1999). 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). At Vanderbilt University, Catley conducts a summer-long course on research in organismal biology. Data from the 2000 National Survey of Science and Mathematics Education. Khalic, A., and Lederman, N. (2000). Journal of Personnel Evaluation in Education, 11(1), 57-67. As (2000). Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. Linn, M.C. In M.C. 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 . However, the undergraduate education of future science teachers does not currently prepare them for effective laboratory teaching. What does research tell us about learning in high school science labs? Figure 1. Washington, DC: Brookings Institution. Meaning making in secondary science classrooms. 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). Teachers lacking a science major may be less likely to engage students in any type of laboratory experience and may be less likely to provide more advanced laboratory experiences, such as those that engage the students in posing research questions, in formulating and revising scientific models, and in making scientific arguments. Effects of professional development on teachers instruction: Results from a three-year longitudinal study. Register for a free account to start saving and receiving special member only perks. To succeed at it and ask the types of higher level and cognitively based questions that appear to support student learning, teachers must have considerable science content knowledge and science teaching experience (McDiarmid, Ball, and Anderson, 1989; Chaney, 1995; Sanders and Rivers, 1996; Hammer, 1997). Further research is needed to evaluate these and other efforts to link scientists with K-12 education. Review of Educational Research, 52(2), 201-217. Active learning opportunities focused on analysis of teaching and learning. Zahopoulos, C. (2003). Harrison and Killion (2007) defined the roles of . The elementary level science methods course: Breeding ground of an apprehension toward science? Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). In B.J. The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. 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). Hein, G.E., and Price, S. (1994). Science Education, 77(3), 301-317. Primary science: Taking the plunge. University researchers inchoate critiques of science teaching: Implications for the content of pre-service science teacher education.
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