Generally, the body of research is weak, and the effects of teacher quality on student outcomes are small and specific to certain contexts. Collaborator. As Bell, P. (2004). 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.. little information is available on the effectiveness of these efforts. Supovitz, J.A., and Turner, H.M. (2000). Journal of Personnel Evaluation in Education, 11(1), 57-67. Darling-Hammond, L., Berry, B., and Thoreson, A. Deng, Z. There are promising examples of teacher professional development focused on laboratory experiences. 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. Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework. (2004). DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. Statistical analysis report. Currently, most schools are designed to support teaching that follows predictable routines and schedules (Gamoran, 2004). At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . (2004). Science Education, 77, 261-278. Teaching failure in the laboratory. Journal of Research in Science Teaching, 29, 51-61. 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. (2001). 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. Hilosky, A., Sutman, F., and Schmuckler, J. School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. Coffey, Everyday assessment in the science classroom (pp. Journal of Research in Science Teaching, 30, 919-934. 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). The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. (2002). Teaching Assistant Responsibilities Arrive on time & remain in lab. Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. 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. Typically, states require only that teachers obtain post-baccalaureate credits within a certain period of time after being hired and then earn additional credits every few years thereafter. (2004). Available at: http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. 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. 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. 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. 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. 61-74). 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). 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). The. Gamoran, A. McDiarmid, G.S., Ball, D.L., and Anderson, C.W. laboratory as well as for the laboratory use in science teaching. Case studies of laboratory teaching show that laboratory activities designed to verify known scientific concepts or laws may not always go forward as planned (Olsen et al., 1996). (2002). The effects of instruction on college nonmajors conceptions of respiration and photosynthesis. Using questioning to guide student thinking. However, formulating such questions can be difficult (National Research Council, 2001a, 2001b). They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. Do higher salaries buy better teachers? Washington, DC: National Academy Press. Some individual teachers told our committee that they did not have adequate preparation and cleanup time. 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. Helping students attain the learning goals of laboratory experiences requires their teachers to have broad and deep understanding of both the processes and outcomes of scientific research. Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. 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 DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). Register for a free account to start saving and receiving special member only perks. 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). 7082.) The 2000 National Survey of Science and Mathematics Education: Compendium of tables. Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. Journal of Chemical Education, 75(1), 100-104. 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. . In response to surveys conducted in the mid-1990s, teachers indicated that, among the reasons they left their positionsincluding retirement, layoffs, and family reasonsdissatisfaction was one of the most important. 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. Qualifications of the public school teacher workforce: Prevalence of out-of-field teaching 1987-88 to 1999-2000. The available evidence indicates that the current science teaching workforce lacks the knowledge and skills required to lead a range of effective laboratory experiences. Coherence (consistency with teachers goals, state standards, and assessments). 99-138). Westbrook, S., and Marek, E. (1992). 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. A new wave of evidenceThe impact of school, family, and community connections in student achievement. Other studies report that undergraduate laboratory work consists primarily of verification activities, with few opportunities for ongoing discussion and reflection on how scientists evaluate new knowledge (e.g., Trumbull and Kerr, 1993, cited in Windschitl, 2004). 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). Mahwah, NJ: Lawrence Earlbaum. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . These might include websites, instructional materials, readings, or other resources to use with students. Journal of College Science Teaching, 33(6). National Center for Family and Community Connections with Schools. Review of Educational Research, 52 (2), 201-217. Do you want to take a quick tour of the OpenBook's features? Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). Click here to buy this book in print or download it as a free PDF, if available. Atkin, P. Black, and J. Coffey (Eds.). (1998). A professor engaged upper level chemistry majors in trying to create a foolproof laboratory activity to illustrate the chemistry of amines for introductory students. The investigators found that professional development focused. No national survey data are available to indicate whether science teachers receive adequate preparation time or assistance from trained laboratory technicians. The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). when studying aspects of biology . Teachers also need to know how to judge the quality of students oral presentations. Laboratory experiments Journal of Research in Science Teaching, 20, 745-754. 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. Life in science laboratory classrooms at the tertiary level. 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). People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. Educational Policy, 14(3), 331-356. Improving science teachers conceptions of nature of science: A critical review of the literature. the photo below). Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). New York: Pergamon. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. 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. In W. Fowler (Ed. 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. Laboratory experiences and their role in science education. National Science Teachers Association. (1995). Available at: http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2005]. About this Course. This method can assist children in becoming more engaged readers and developing critical thinking abilities. 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. Cognition and Instruction, 15(4), 485-529. All of these factors indirectly affect the academic achievement of the students. Research conducted in teacher education programs provides some evidence of the quality of preservice science education (Windschitl, 2004). 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 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. In K. Howey and N. Zimpher (Eds. University researchers inchoate critiques of science teaching: Implications for the content of pre-service science teacher education. (2004). Properly designed laboratory investigations should: have a definite purpose that is communicated clearly to students; focus on the processes of science as a way to convey content; incorporate ongoing student reflection and discussion; and enable students to develop safe and conscientious lab habits and procedures (NRC 2006, p. 101-102). Austin, TX: Southwest Educational Development Laboratory. Do you enjoy reading reports from the Academies online for free? For example, in developing the Computers as Learning Partners science curriculum unit, Linn and colleagues researched how well models of thermodynamics at various levels of abstraction supported students learning. Currently, few teachers lead this type of sense-making discussion (Smith, Banilower, McMahon, and Weiss, 2002). New York: City College Workshop Center. 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. 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. Reynolds (Ed. Hammer, D. (1997). Laboratory work also gives the students the opportunity to experience science by using scientific research procedures. The mystery of good teaching: Surveying the evidence on student achievement and teachers characteristics. (1995). Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005]. Discovery learning and discovery teaching. 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. (2000). High school science laboratories. Guiding students to formulate their own research questions and design appropriate investigations requires sophisticated knowledge in all four of the domains we have identified. 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). McComs (Eds. Rethinking laboratories. This is a culminating project for a Forensics course or unit. Providing more focused, effective, and sustained professional development activities for more science teachers requires not only substantial financial resources and knowledge of effective professional development approaches, but also a coherent, coordinated approach at the school and district level. Tobin (Eds. Davis, and P. Bell (Eds. The culture of education. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. A teachers academic science preparation appears to affect student science achievement generally. (2002). 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. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website. Program faculty report that many teachers tend to dwell on hands-on activities with their students at the expense of linking them with the nature of science and with abilities associated with scientific inquiry. (2003). Background: (2001). A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. What does research tell us about learning in high school science labs? educational outcomes (Ferguson, 1998; Goldhaber, 2002; Goldhaber, Brewer, and Anderson, 1999; Hanushek, Kain, and Rivkin, 1999; Wright, Horn, and Sanders, 1997). Welcome to the Science Education Partnership. Finally, adequate time is essential for student learning in laboratory experiences. Methods of assessing student learning in laboratory activities include systematically observing and evaluating students performance in specific laboratory tasks and longer term laboratory investigations. They found a large number of preparations, tried each one out, and identified one method as most likely to succeed with the introductory students. The teachers ability to use sophisticated questioning techniques to bring about productive student-student and student-teacher discussions in all phases of the laboratory activity is a key factor in the extent to which the activity attains its goals (Minstrell and Van Zee, 2003). A cross-age study of student understanding of the concept of homeostasis. As we have discussed, teachers face an ongoing tension between allowing students greater autonomy in the laboratory and guiding them toward accepted scientific knowledge. It may also be because teachers lack the content knowledge, pedagogical content knowledge, general pedagogical knowledge, and knowledge of assessment required to lead such discussions (Maienschein, 2004; Windschitl, 2004).