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Hein, G.E., and Price, S. (1994). Educational Researcher, 27, 12-21. Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. To be successful in leading students across the range of laboratory experiences we have described, teachers must choose laboratory experiences that are appropriate at any given time. Designing a community of young learners: Theoretical and practical lessons. Zahopoulos, C. (2003). Click here to buy this book in print or download it as a free PDF, if available. Teaching failure in the laboratory. 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). In W. Fowler (Ed. However, a review of the literature five years later revealed no widespread efforts to improve laboratory education for either preservice or in-service teachers (McComas and Colburn, 1995). The final section concludes that there are many barriers to improving laboratory teaching and learning in the current school environment. 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). Although no national information is available about high school teachers participation in laboratory internship programs, a recent survey found that only 1 in 10 novice elementary school teachers had participated in internship programs in which they worked directly with scientists or engineers. Few professional development programs for science teachers emphasize laboratory instruction. The effects of professional development on science teaching practices and classroom culture. For example, among high school teachers who had participated in professional development aimed at learning to use inquiry-oriented teaching strategies, 25 percent indicated that this professional development had little or no impact, and 48 percent reported that the professional development merely confirmed what they were already doing. Marjolein Dobber a. , Rosanne Zwart b. , Marijn Tanis a b 1. , Bert van Oers a. Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. 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. Gallagher, J. Windschitl, M. (2004). All of these factors indirectly affect the academic achievement of the students. Classroom and field-based "lab work" is conceptualized as central components of The web-based inquiry science environment (WISE): Scaffolding knowledge integration in the science classroom. Resource Provider. The mystery of good teaching: Surveying the evidence on student achievement and teachers characteristics. 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). Coffey, Everyday assessment in the science classroom (pp. Participation of groups of teachers from the same school, department, or grade. ), Faculty development for improving teacher preparation (pp. The arts and science as preparation for teaching. Bayer facts of science education 2004: Are the nations colleges adequately preparing elementary schoolteachers of tomorrow to teach science? Background: Science Teacher Responsibilities: Designing, developing, and delivering quality lesson plans and curricula that adhere to national and school guidelines. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Raleigh: Science House, North Carolina State University. The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. In doing so, they showed teachers how laboratory experiences. 9-13 Thus, medical laboratory professionals can be key members of the interprofessional health care team. Establishing classroom, lab, and field trip rules and regulations and ensuring that . Cambridge, MA: Harvard University Press. Because efforts to improve teachers ability to lead improved laboratory experiences are strongly influenced by the organization and administration of their schools, the following section addresses this larger context. Rockville, MD: Westat. (1994). (2004). surveys defined poor administrative support as including a lack of recognition and support from administration and a lack of resources and material and equipment for the classroom. Understanding cellular respiration: An analysis of conceptual change in college biology. Register for a free account to start saving and receiving special member only perks. Sanders, W.L., and Rivers, J.C. (1996). Glagovich, N., and Swierczynski, A. Laboratory Instructors are responsible for maintaining the routine preventative maintenance of all laboratory equipment. Lederman, N.G. the photo below). Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). Javonovic, J., and King, S.S. (1998). What can they contribute to science learning? Science Educator, 12(1), 1-9. " The Roles Of Thelanguage Laboratory In Teaching Languages: A Case Study Of Bayero University, Kano."International Journal of Humanities and Social Science Invention (IJHSSI) 7.06 (2018): 29-40. The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). (2002). Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. Tobin, K.G. 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. 6. The role of the laboratory in science teaching: Neglected aspects of research. location_onUniversity of Michigan (2001a). These strategies included arranging seating to facilitate student discussion, requiring students to supply evidence to support their claims, encouraging students to explain concepts to one another, and having students work in cooperative groups. Haase, B.S. Assistants show the students how to handle chemical spills, dispose of broken glassware and get rid of non-hazardous and chemical waste . 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 249-262). ), Knowledge base for the beginning teacher. 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. 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. (2004). Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2004]. Mathematics and science teachers reported more frequently than other teachers that job dissatisfaction was the reason they left their jobs. Evaluating the effect of teacher degree level on educational performance. They need to carefully consider written work and what they observe while students engage in projects and investigations. 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. Slotta, J.D. A study of a much smaller sample of teachers yielded similar findings (Catley, 2004). Available at: http://www.scied.science.doe.gov/scied/LSTPD/about.htm [accessed Feb. 2005]. Another analysis of the data from the National Center for Education Statistics found that students in high schools with higher concentrations of minority students and poor students were more likely than students in other high schools to be taught science by a teacher without a major or minor in the subject being taught (U.S. Department of Education, 2004). Constructivist approaches to science teaching. Undergraduate science departments rarely provide future science teachers with laboratory experiences that follow the design principles derived from recent researchintegrated into the flow of instruction, focused on clear learning goals, aimed at the learning of science content and science process, with ongoing opportunities for reflection and discussion. New York: Pergamon. The Biological Sciences Curriculum Study. Finally, an . Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. To make these choices, they must be aware not only of their own capabilities, but also of students needs and readiness to engage in the various types of laboratory experiences. They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. 4. Why staying ahead one chapter doesnt really work: Subject-specific pedagogy. 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. London, England: Kluwer Academic. 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. 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). 357-382). (2002). He enrolled at the University of the Free State in 1980 and obtained a BSc degree in Mathematics and Physics, as well as a Higher Education Diploma. (2001). Wright, S.P., Horn, S., and Sanders, W. (1997). As already known, most of the teacher candidates carry out closeended laboratory - practices throughout their university education [14]. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. (2000). Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). little information is available on the effectiveness of these efforts. In contrast to these short, ineffective approaches, consensus is growing in the research about key features of high-quality professional development for mathematics and science teachers (DeSimone, Porter, Garet, Yoon, and Birman, 2002; DeSimone et al., 2003, p. 10): New forms of professional development (i.e., study group, teacher network, mentoring, or task force, internship, or individual research project with a scientist) in contrast to the traditional workshop or conference. Using questioning to assess and foster student thinking. It may be useful, however, to begin . As is known, it is suggested that closedended - experiments cannot contribute much to meaningful the learning of students [13]. Schwartz, R., and Lederman, N. (2002). They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. 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). It means focusing the students own questions. Mahwah, NJ: Lawrence Earlbaum. The investigators found that professional development focused. Engaging students in analysis of data gathered in the laboratory and in developing and revising explanatory models for those data requires teachers to be familiar with students practical equipment skills and science content knowledge and be able to engage in sophisticated scientific reasoning themselves. Data from the 2000 National Survey of Science and Mathematics Education. Harlen, W. (2000). Washington, DC: Author. 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. TA may not leave the lab unattended while students are in the room. In many cases teachers ranked in-service training as their least effective source of learning (Windschitl, 2004, p. 16; emphasis in original). Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. The teachers skills in posing questions and leading discussions also help students to effectively and accurately communicate their laboratory activities and the science sense they make from them, using appropriate language, scientific knowledge, mathematics, and other intellectual modes of communication associated with a particular science discipline. Reston, VA: Association of Teacher Educators. Rethinking laboratories. Supovitz, J.A., Mayer, D.P., and Kahle, J. Westbrook, S., and Marek, E. (1992). (1998). Laboratory learning: Addressing a neglected dimension of science teacher education. Trumbull, D., and Kerr, P. (1993). For example, Northeastern University has established a program called RE-SEED (Retirees Enhancing Science Education through Experiments and Demonstration), which arranges for engineers, scientists, and other individuals with science backgrounds to assist middle school teachers with leading students in laboratory experiences. 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. Coherence (consistency with teachers goals, state standards, and assessments). Pedagogical content knowledge may include knowing what theories of natural phenomena students may hold and how their ideas may differ from scientific explanations, knowledge of the ideas appropriate for children to explore at different ages, and knowledge of ideas that are prerequisites for their understanding of target concepts. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. 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. (2004). No national survey data are available to indicate whether science teachers receive adequate preparation time or assistance from trained laboratory technicians. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. (1998). Introduction The laboratory in the school has been defined by several authors in different ways. The school science laboratory: Considerations of learning, technology, and scientific practice. 7082.) School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. You choose your level of involvement based on your needs. A research agenda. It means figuring out what students comprehend by listening to them during their discussions about science. Ferguson, R. (1998). Research conducted in teacher education programs provides some evidence of the quality of preservice science education (Windschitl, 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). 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). Active learning opportunities focused on analysis of teaching and learning. Science Education, 75, 121-133. The teacher strives to fathom what the student is saying and what is implied about the students knowledge in his or her statements, questions, work and actions. (2002). Goldhaber, D.D. Educational Policy, 14(3), 331-356. can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. Generally, the body of research is weak, and the effects of teacher quality on student outcomes are small and specific to certain contexts. 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). At Vanderbilt University, Catley conducts a summer-long course on research in organismal biology. The role of the laboratory in science teaching: Neglected aspects of research. High school science laboratories. To date, over 400 RE-SEED volunteers have worked with schools in 10 states. 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). 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. At the same time, teachers must address logistical and practical concerns, such as obtaining and storing supplies and maintaining laboratory safety. People working in the clinical laboratory are responsible for conducting tests that provide crucial information for detecting, diagnosing, treating, and monitoring disease. . The research comprised both quantitative and qualitative approaches. Fred Hutchinson Cancer Research Center. 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. Knowledge of students cultures and languages and the ability to communicate across cultures are necessary to carry out laboratory experiences that build on diverse students sense of wonder and engage them in science learning. Teachers, Laboratory Attendants and Gardeners must be made to attend, at regular . (2004). The. Administrators allocate time, like other resources, as a way to support teachers in carrying out these routines. Research on the efficacy of strategies used for professional development related specifically to laboratory experiences, however, is not readily available. We begin by identifying some of the knowledge and skills required to lead laboratory experiences aligned with the goals and design principles we have identified. However, it also reveals some gaps in the . Minstrell, J., and van Zee, E.H. (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. In this section we describe the difficulty school administrators encounter when they try to support effective laboratory teaching. The American Association of Physics Teachers (AAPT) suggests that physics teachers should be required to teach no more than 275 instructional minutes per day. Hilosky, A., Sutman, F., and Schmuckler, J. U.S. Department of Energy. Other studies have also found that most teachers do not experience sustained professional development and that they view it as ineffective (Windschitl, 2004). Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. Expertise in science alone also does not ensure that teachers will be able to anticipate which concepts will pose the greatest difficulty for students and design instruction accordingly. The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). Khalic, A., and Lederman, N. (2000). 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). Guiding students to formulate their own research questions and design appropriate investigations requires sophisticated knowledge in all four of the domains we have identified. Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. Guiding students through the complexity and ambiguity of empirical. 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. Journal of Science Education and Technology, 13(2), 189-206. (2003). 1071 Palmer Commons (2001b). The school science laboratory: Historical perspectives and contexts for contemporary teaching. What types of knowledge do teachers use to engage learners in doing science? Hegarty-Hazel, E. (1990). A survey of students, teachers, and volunteers yielded positive results. These school-based teacher communities, in turn, not only supported teachers in improving their teaching practices, but also helped them create new resources, such as new curricula. 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. Effects of professional development on teachers instruction: Results from a three-year longitudinal study. Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. (1997). Darling-Hammond, L., Berry, B., and Thoreson, A. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Synergy research and knowledge integration. Gess-Newsome, J., and Lederman, N. (1993). 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. The teachers, all biology majors, could only list the courses they had taken as a way to organize their fields. (2003). Clark, R.L., Clough, M.P., and Berg, C.A. 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). Linn, M.C. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. 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). (1997). Pomeroy, D. (1993). 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. To lead laboratory experiences that incorporate ongoing student discussion and reflection and that focus on clear, attainable learning goals, teachers require pedagogical content knowledge. 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). This chapter describes some of the factors contributing to the weakness of current laboratory experiences. Beyond process. London, England: Routledge. (2004). The authors of the review found that, when laboratory education is available, it focuses primarily on the care and use of laboratory equipment and laboratory safety. In C. Jencks and M. Phillips (Eds. 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. ), Proceedings of the Conference on K-12 Outreach from University Science Departments. For example, HHMI has funded summer teacher training workshops at the Cold Spring Harbor Laboratory for many years, and also supports an ongoing partnership between the Fred Hutchinson Cancer Research Center and the Seattle, Washington, public schools (Fred Hutchinson Cancer Research Center, 2003). There are promising examples of teacher professional development focused on laboratory experiences. London, England: Kluwer Academic. The program was designed in part to address weakness in science teachers understanding of the nature of science, which was documented in earlier research (Khalic and Lederman, 2000; Schwartz and Lederman, 2002). Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Students were asked to survey the literature for methods to reduce aromatic nitro compounds to the corresponding amines. 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. Journal of College Science Teaching, 33(6). 61-74). Committee on Science and Mathematics Teacher Preparation, Center for Education. 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 following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. They should be proactive in every aspect of laboratory safety, making safety a priority. Teaching Assistant Responsibilities Arrive on time & remain in lab. After receiving his BEd and MEd degrees from the same university in 1985 and 1986 respectively he started his teaching career as Mathematics and Science teacher in 1989 at Windhoek High . The research team focused the curriculum on helping students understand these principles, including flow principles, rate principles, total heat flow principles, and an integration principle. The institute included a blend of modeling, small group work, cooperative learning activities, and theoretical and research-based suggestions (p. 122). The laboratory in science education: Foundations for the twenty-first century. The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. Learning to teach inquiry science in a technology-based environment: A case study. teacher is teaching both chemistry and physics, requiring more preparation time (American Association of Physics Teachers, 2002). 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. 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. goals of laboratory experiences. 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). 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. We then present promising examples of approaches to enhancing teachers capacity to lead laboratory experiences.