American Airlines Business Level Strategy, William Smith Obituary, Articles R

Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. 153-186). (2002). Improving science teachers conceptions of nature of science: A critical review of the literature. What can they contribute to science learning? In this program, faculty modeled lower-level inquiry-oriented instruction focused on short laboratory sessions with limited lecturing and no definitions of terms. Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. During the school year, teachers may access kits of materials supporting laboratory experiences that use biomedical research tools. However, the students were surprised that methods taken from the literature did not always work. Education Economics, 7(3), 199-208. New York: Pergamon. Figure 1. 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. Brown, A.L., and Campione, J.C. (1998). Available at: http://www.educationnext.org/20021/50.html [accessed Feb. 2005]. Other studies indicate that high-quality professional development can encourage and support science teachers in leading a full range of laboratory experiences that allow students to participate actively in formulating research questions and in designing and carrying out investigations (Windschitl, 2004). Thousand Oaks, CA: Corwin Press. However, compared with other types of professionals, a higher proportion of teachers leave their positions each year. Drawing up suitable assessments and delivering helpful feedback to students, parents, and other teachers. 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). Linn, E.A. The teaching communities that developed, with their new leaders, succeeded in obtaining additional resources (such as shared teacher planning time) from within the schools and districts (Gamoran et al., 2003) and also from outside of them. Clark, R.L., Clough, M.P., and Berg, C.A. London, England: Kluwer Academic. Haase, B.S. They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Do higher salaries buy better teachers? (2002). Hudson, S.B., McMahon, K.C., and Overstreet, C.M. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. These workshops include microteaching (peer presentation) sessions. (2001). Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. Discovery learning and discovery teaching. Ready to take your reading offline? The authors concluded that professional development activities that are short-term interventions have virtually no effect on teachers behaviors in leading laboratory experiences. Songer, C., and Mintzes, J. Linn, M.C. On the basis of a review of the available research, Lunetta (1998, p. 253) suggests that, for students, time should be provided for engaging students in driving questions, for team planning, for feedback about the nature and meaning of data, and for discussion of the implications of findings, and laboratory journals should provide opportunities for individual students to reflect upon and clarify their own observations, hypotheses, conceptions.. (2002). Available at: http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html. Fulfilling the promise: Biology education in the nations schools. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. 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). They surveyed a sample of 207 teachers in 30 schools, 10 districts, and 5 states to examine features of professional development and its effects on teaching practice from 1996 to 1999 (DeSimone et al., 2002). Seattle: Author. Available at: http://www.nsta.org/positionstatementandpsid=16 [accessed Oct. 2004]. Ann Arbor, MI: University of Michigan Physics Department. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. 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). 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). Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. Volkmann, M., and Abell, S. (2003). 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. 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). Effects of professional development on teachers instruction: Results from a three-year longitudinal study. (2004). The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). Studies in Science Education, 14, 33-62. 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 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. Learning to teach inquiry science in a technology-based environment: A case study. 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). Students were asked to survey the literature for methods to reduce aromatic nitro compounds to the corresponding amines. All rights reserved. This lack of discussion may be due to the fact that high school science teachers depend heavily on the use of textbooks and accompanying laboratory manuals (Smith et al., 2002), which rarely include discussions. This chapter describes some of the factors contributing to the weakness of current laboratory experiences. (1994). (1997). (2001). (1989). (Working paper prepared in collaboration with the National Conference of State Legislatures.) [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. 13-Week Science Methodology Course. It means focusing the students own questions. Journal of Science Education and Technology, 4(2), 103-126. The school science laboratory: Historical perspectives and contexts for contemporary teaching. Although the time frame of the study prevented analysis of whether the teacher communities were sustained over time, the results suggest that school districts can use focused professional development as a way to create strong teaching communities with the potential to support continued improvement in laboratory teaching and learning. Classroom and field-based "lab work" is conceptualized as central components of Other duties include reinforcing laboratory housekeeping and safety protocol, coordinating with other engineering departments, and receiving, installing, and maintaining laboratory supplies and equipment. Marjolein Dobber a. , Rosanne Zwart b. , Marijn Tanis a b 1. , Bert van Oers a. 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 This is a culminating project for a Forensics course or unit. Cognition and Instruction, 15(4), 485-529. Respecting childrens own ideas. Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics: NSF/NELS. 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). In E. Hegarty-Hazel (Ed. People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. 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. 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. Enforcing laboratory rules . Laboratory learning: Addressing a neglected dimension of science teacher education. educational outcomes (Ferguson, 1998; Goldhaber, 2002; Goldhaber, Brewer, and Anderson, 1999; Hanushek, Kain, and Rivkin, 1999; Wright, Horn, and Sanders, 1997). The role of the laboratory in science learning. These studies confirm earlier research findings that even the best science curriculum cannot teach itself and that the teachers role is central in helping students build understanding from laboratory experiences and other science learning activities (Driver, 1995). Synergy research and knowledge integration. Journal of Research in Science Teaching. Zip. Harrison and Killion (2007) defined the roles of . This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. laboratory as well as for the laboratory use in science teaching. Linn, E.A. 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). Seattle: University of Washington, Center for the Study of Teaching and Policy. 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). What is the current status of labs in our nations high schools as a context for learning science? 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. Participation of groups of teachers from the same school, department, or grade. Ferguson, R. (1998). 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. 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). In many cases teachers ranked in-service training as their least effective source of learning (Windschitl, 2004, p. 16; emphasis in original). Classroom assessment and the national science education standards. A series of studies conducted over the past several decades has shown that teachers are one of the most important factors influencing students. 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). This course is developed to improve the effectiveness of laboratory classes in higher education. 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. Available at: http://www7.nationalacademies.org/bose/KTobin_71204_HSLabs_Mtg.pdf [accessed August 2005]. (1986). The California Institute of Technology has a program to help scientists and graduate students work with teachers in elementary school classrooms in the Pasadena school district. 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. The teachers skills in posing questions and leading discussions affect students ability to build meaning from their laboratory experiences. Generally, the body of research is weak, and the effects of teacher quality on student outcomes are small and specific to certain contexts. instructors and laboratory assistants working in school or college settings in vocational . International Journal of Science Education 22(7), 665-701. Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. 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. Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). You choose your level of involvement based on your needs. Teachers also need to know how to judge the quality of students oral presentations. The organization and structure of most high schools impede teachers and administrators ongoing learning about science instruction and the implementation of quality laboratory experiences. 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. 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. 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. Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. In 2000, according to a nationally representative survey of science teachers, most school administrators provided inadequate time for shared planning and reflection to improve instruction. U.S. Department of Education. Journal of Research in Science Teaching, 29, 51-61. Journal of College Science Teaching, 33(6). AAPT guidelines for high school physics programs. Background: (2003). ), The student laboratory and the curriculum (pp. In this section we describe the difficulty school administrators encounter when they try to support effective laboratory teaching. 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. 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. Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. The laboratory in science education: Foundations for the twenty-first century. Tobin (Eds. Laboratory work also gives the students the opportunity to experience science by using scientific research procedures. (2004). 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. Equity for linguistically and culturally diverse students in science education. Sanders, M. (1993). How can school organization contribute to effective laboratory teaching. Pomeroy, D. (1993). You're looking at OpenBook, NAP.edu's online reading room since 1999. U.S. Department of Education. 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. Rethinking the continuum of preparation and professional development for secondary science educators. Page 111 Share Cite. Goldhaber, D.D., and Brewer, D.J. Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). The role of the laboratory in science teaching: Neglected aspects of research. (2000). Designing a community of young learners: Theoretical and practical lessons. Coherence (consistency with teachers goals, state standards, and assessments). Abstract available at: http://epx.sagepub.com/cgi/content/abstract/17/5/613 [accessed May 2005]. (2001). (1995). About this Course. We do not yet know how best to develop the knowledge and skills that teachers require to lead laboratory experiences that help students master science subject matter, develop scientific reasoning skills, and attain the other goals of laboratory education. In B.J. However, it also reveals some gaps in the . light, such as reflection, transmission, and absorption. The research also indicates that undergraduate laboratory work, like the laboratory experiences of high school students, often focuses on detailed procedures rather than clear learning goals (Hegarty-Hazel, 1990; Sutman, Schmuckler, Hilosky, Priestley, and Priestley, 1996). The changing nature of work: Implications for occupational analysis. Retired scientists and engineers: Providing in-classroom support to K-12 science teachers. National Center for Education Statistics. Hammer, D. (1997). The mystery of good teaching: Surveying the evidence on student achievement and teachers characteristics. Forty-seven percent completed and returned the questionnaire. ), Development in school finance, 1996. Journal of Research in Science Teaching, 30, 919-934. Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. The role of teacher in the acquisition of scientific knowledge in Secondary School Science class cannot be underestimated. 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. . 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. Key words: Laboratory, chemistry, teaching, achievement, students. Lunetta, V.N. Mahwah, NJ: Lawrence Erlbaum. Laboratory Demonstrations: Do start class by demonstrating key techniques or equipment operation or describing the location and handling of special materials. They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. 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. can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. Shulman, L.S. the photo below). 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). Tobin (Eds. University of Michigan Physics Department: GSI training course. 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 . Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Reynolds (Ed. Since the 19th century, when schools began to teach science systematically, the laboratory has become a distinctive feature of chemistry learning. 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. In a guided-inquiry laboratory (GIL), the teacher provides the students with a question, or set of questions, and the students design an experiment to address the question(s). 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. A three-way error components analysis of educational productivity. Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. 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. 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. In M.C. In M.C. As is known, it is suggested that closedended - experiments cannot contribute much to meaningful the learning of students [13]. Crime scenes are set up and the students play the role of Crime Scene Investigators to process the scene. Associations of science teachers have taken differing positions on how administrators can best support teachers in preparing for and cleaning up after laboratory experiences. There are promising examples of teacher professional development focused on laboratory experiences. The proper performance of these duties requires the undivided attention of the teaching assistant during each laboratory period.