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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). 6. 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. In B.J. Shulman, L.S. Bruner, J. Teachers and teacher aides should lead by example and wear personal protective equipment (PPE); follow and enforce safety rules, procedures, and practices; and demonstrate safety behavior to promote a culture of safety. Learning in the laboratory: Some thoughts from the literature. Thousand Oaks, CA: Corwin Press. It was implemented over four day-long Saturday sessions spread over a semester. 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. Review of Educational Research, 52 (2), 201-217. Among these factors, curriculum has a strong influence on teaching strategies (Weiss, Pasley, Smith, Banilower, and Heck, 2003). To search the entire text of this book, type in your search term here and press Enter. U.S. Department of Energy. 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. Forty-seven percent completed and returned the questionnaire. The role of the laboratory in science teaching: Neglected aspects of research. (2002). Arlington, VA: National Science Foundation. Lab Professional - ASCP For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. In addition, few high school teachers have access to curricula that integrate laboratory experiences into the stream of instruction. 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. It aims to support teachers to improve their teaching skills for active learning in university science laboratory courses. In L.P. Steffe and J. Gale (Eds. A three-way error components analysis of educational productivity. (2002). Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. Lee, O. (1998). 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 inequities in the availability of academically prepared teachers may pose a serious challenge to minority and poor students progress toward the. Few professional development programs for science teachers emphasize laboratory instruction. School administrators have a strong influence on whether high school science teachers receive the professional development opportunities needed to develop the knowledge and skills we have identified. 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). Ready to take your reading offline? Duschl, R. (1983). Equity for linguistically and culturally diverse students in science education. Can schools narrow the black-white test score gap? 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). Teachers require deep conceptual knowledge of a science discipline not only to lead laboratory experiences that are designed according to the research, but also to lead a full range of laboratory experiences reflecting the range of activities of scientists (see Chapter 1). Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005]. 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). 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. Seattle: University of Washington, Center for the Study of Teaching and Policy. In K. Howey and N. Zimpher (Eds. Supovitz, J.A., and Turner, H.M. (2000). Hein, G.E., and Price, S. (1994). National Research Council. London, England: Kluwer Academic. 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. 1071 Palmer Commons Millar, R., and Driver, R. (1987). Ingersoll, R. (2003). light, such as reflection, transmission, and absorption. 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). Westbrook, S., and Marek, E. (1992). Strategies for Effective Teaching in the Laboratory Class | CRLT Volunteers receive training, a sourcebook of activities appropriate for middle school students, a kit of science materials, and a set of videotapes. Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). Hilosky, A., Sutman, F., and Schmuckler, J. 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. The. Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. CrossRef Google Scholar Johnstone, A. H., & Al-Shuaili, A. Its the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. 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). 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. A survey of students, teachers, and volunteers yielded positive results. (2004). Reynolds (Ed. ), Proceedings of the Conference on K-12 Outreach from University Science Departments. (1986). (2001). 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-. 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. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculumand how that can be accomplished. Responsibilities of Teachers Clinical Supervision of Medical Students Resident, Fellow and Graduate Teaching Assistant as Teacher Policy Responsibilities of Learners Course Directors' Expectations of Students The teacher-learner relationship confers rights and responsibilities on both parties. As discussed in Chapters 2 and 3, there are curricula that integrate laboratory experiences into the stream of instruction and follow the other instructional design principles. (1998). 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. Available at: http://www.educationnext.org/20021/50.html [accessed Feb. 2005]. Further research is needed to inform design of laboratory-focused teacher professional development that can support teachers in improving laboratory instruction. 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). However, 66 percent of teachers indicated that they regularly shared ideas and materials with their colleagues, perhaps indicating that they do so on their own time, outside school hours (Hudson et al., 2002). Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., and Hewson, P.W. Studies in Science Education, 14, 33-62. Guiding students to formulate their own research questions and design appropriate investigations requires sophisticated knowledge in all four of the domains we have identified. As You will need to develop your own teaching style, your own way of interacting with students, and your own set of actions that determine the learning atmosphere of the classroom. Studies focusing specifically on science teacher quality and student achievement are somewhat more conclusive. Windschitl, M. (2004). A cross-age study of student understanding of the concept of homeostasis. 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. In contrast, a physicist might use mathematics to describe or represent the reflection, transmission, and absorption of light. (2002). Active learning opportunities focused on analysis of teaching and learning. In M.D. Science Education, 85(3), 263-278. Lee and Fradd (1998) and others observe that some scientific values and attitudes are found in most cultures (e.g., wonder, interest, diligence, persistence, imagination, respect toward nature); others are more characteristic of Western science. (1998). 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. Henderson, A.T., and Mapp, K.L. (1997). 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. Science Education, 75, 121-133. 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). Haase, B.S. Deng (2001) describes pedagogical content knowledge for science teachers as an understanding of key scientific concepts that is somewhat different from that of a scientist. Educational Evaluation and Policy Analysis, 24(2), 81-112. The functions of the laboratory teaching assistant are to provide instruction, supervision, and assistance, as required, to the students in his/her section. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2004]. Hirsch, E., Koppich, J.E., and Knapp, M.S. Laboratory Instructors are responsible for maintaining the routine preventative maintenance of all laboratory equipment. (1990). 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 Japanese high school language lab shows students' positions Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. Washington, DC: Author. The elementary level science methods course: Breeding ground of an apprehension toward science? 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). 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. Even teachers who have majored in science may be limited in their ability to lead effective laboratory experiences, because their undergraduate science preparation provided only weak knowledge of science content and included only weak laboratory experiences. However, their study was criticized for being conducted in laboratory environment (Taylor, Ntoumanis, . Raleigh: Science House, North Carolina State University. 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). Journal of Research on Science Teaching, 37, 963-980. One study indicated that significant change in teaching practice required about 80 hours of professional development (Supovitz and Turner, 2000). High school science laboratories. 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). PDF The school science laboratory: Considerations of learning, technology PDF The Role of Teacher Morale and Motivation on Students' Science and - ed 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. Laboratory Experiences and Student Learning - The National Academies Press The study examined the relationship between professional development and teaching practice in terms of three specific instructional practices: (1) the use of technology, (2) the use of higher order instructional methods, and (3) the use of alternative assessment. A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. 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. The Role of the Laboratory in Science Teaching: Neglected Aspects of ), International handbook of science education (pp. Educational Policy, 14(3), 331-356. Baumgartner, E. (2004). Most states do not regulate the quality and content of professional development required for renewal of teaching certificates (Hirsch, Koppich, and Knapp, 2001). Available at: http://www7.nationalacademies.org/bose/July_12-13_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Seattle: Author. [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. The final section concludes that there are many barriers to improving laboratory teaching and learning in the current school environment. U.S. Department of Education.