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). AAPT guidelines for high school physics programs. Synergy research and knowledge integration. 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. Assistants show the students how to handle chemical spills, dispose of broken glassware and get rid of non-hazardous and chemical waste . (2004). The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). Improving teachers in-service professional development in mathematics and science: The role of postsecondary institutions. 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). Scientific laboratories, college and university science departments, and science museums have launched efforts to support high school science teachers in improving laboratory teaching. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. However, the students were surprised that methods taken from the literature did not always work. In J.M. In M.D. 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). Volunteers receive training, a sourcebook of activities appropriate for middle school students, a kit of science materials, and a set of videotapes. Linn, M.C. The Role of the Laboratory in Science Teaching: Neglected Aspects of Fraser and K.G. The main role of a teaching assistant is to provide support to the course instructor to ensure the effective delivery of the required materials and to foster a positive learning environment. Committee on High School Biology Education, Commission on Life Sciences. Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). University of Michigan Physics Department: GSI training course. Committee on Classroom Assessment and the National Science Education Standards, J.M. (2004). However, compared with other types of professionals, a higher proportion of teachers leave their positions each year. 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. The elementary level science methods course: Breeding ground of an apprehension toward science? 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). The mystery of good teaching: Surveying the evidence on student achievement and teachers characteristics. Mahwah, NJ: Lawrence Earlbaum. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. Teachers help their colleagues by sharing instructional resources. Do you enjoy reading reports from the Academies online for free? A series of studies conducted over the past several decades has shown that teachers are one of the most important factors influencing students. . It is important for the teacher to be a good learner so as to keep up with the changes. Medical Laboratory Professionals: Who's Who in the Lab 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 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. (2002). Linn, E.A. Note: The suggestions below were generated by a group of U-M GSIs based on their experiences teaching in a physics lab course. Chapel Hill, NC: Horizon Research. It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. Atkin, P. Black, and J. Coffey (Eds.). Arlington, VA: National Science Teachers Association. A teacher knows how to work well as part of a team. Hilosky, A., Sutman, F., and Schmuckler, J. American Educational Research Journal 35(3), 477-496. Journal of Science Education and Technology, 13(2), 189-206. 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 culture of education. when studying aspects of biology . 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). (2001). Washington, DC: National Academy Press. 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. 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). Marjolein Dobber a. , Rosanne Zwart b. , Marijn Tanis a b 1. , Bert van Oers a. They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). Linn, M.C., Davis, E.A., and Bell, P. (2004). They lock up all the reagents and unplug all electrical equipment to minimize the chances of accidents and fires. (2003). Available at: http://www.educationnext.org/20021/50.html [accessed Feb. 2005]. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. Driver, R. (1995). We then compare the desired skills and knowledge with information about the current skills and knowledge of high school science teachers. 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. Enforcing laboratory rules . 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. 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. Resource Provider. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Educational Evaluation and Policy Analysis, 23(1), 57-77. Register for a free account to start saving and receiving special member only perks. Available at: http://www.fhcrc.org/education/sep/ [accessed Feb. 2005]. Seattle: Author. Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. LABORATORY TEACHING ASSISTANTS - University of California, San Diego 61-74). Lab Professional - ASCP Zip. 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). (2001). (1997). Washington, DC: National Academy Press. Supovitz, J.A., Mayer, D.P., and Kahle, J. (1994). Teacher awareness of students science needs and capabilities may be enhanced through ongoing formative assessment. Studies focusing specifically on science teacher quality and student achievement are somewhat more conclusive. There are promising examples of teacher professional development focused on laboratory experiences. Tobin, K.G. ), Constructivism in education. 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 W. Fowler (Ed. 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). Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. This would require both a major changes in undergraduate science education, including provision of a range of effective laboratory experiences for future teachers, and developing more comprehensive systems of support for teachers. Laboratory learning: Addressing a neglected dimension of science teacher education. 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. 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 these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. Finally, an . 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. (2000). 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). 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. 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. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Designing professional development for teachers of science and mathematics. The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. It often consists mostly of one-day (or shorter) workshops focusing on how-to activities that are unlikely to challenge teachers beliefs about teaching and learning that support their current practice (DeSimone, Garet, Birman, Porter, and Yoon, 2003). Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. 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. London, England: Routledge. Lederman, N.G. Minstrell, J., and van Zee, E.H. (2003). 1 Introduction, History, and Definition of Laboratories, 3 Laboratory Experiences and Student Learning, 5 Teacher and School Readiness for Laboratory Experiences, 7 Laboratory Experiences for the 21st Century, APPENDIX A Agendas of Fact-Finding Meetings, APPENDIX B Biographical Sketches of Committee Members and Staff. 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. Science Education, 77(1), 25-46. Fraser and K.G. This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. 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). 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. MyNAP members SAVE 10% off online. Duschl, R. (1983). The Role of Laboratory in Science Teaching and Learning Not a MyNAP member yet? Among these factors, curriculum has a strong influence on teaching strategies (Weiss, Pasley, Smith, Banilower, and Heck, 2003). Participant teachers were also interviewed. ), Knowledge base for the beginning teacher. 13-Week Science Methodology Course. Cobus van Breda - Manager of the Sci-Ed Science Education Centre Arrangements must be made with Instructor to cover unavoidable absences or planned breaks. Laboratory training is also frequently used to develop skills necessary for more advanced study or research. 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. Before its too late: A report to the nation from the national commission on mathematics and science teaching for the 21st century. 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. 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). For example, teachers realized that there is no unique method called the scientific method, after comparing the methods used in different labs, such as a biochemistry lab, engineering lab, and zoos. PDF The school science laboratory: Considerations of learning, technology 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 One study illustrates undergraduate students lack of exposure to the full range of scientists activities, and the potential benefits of engaging them in a broader range of experiences. Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. The Chemistry Department of City College (City University of New York) places undergraduate science and engineering majors in middle school classrooms to assist teachers during laboratory activities and learn classroom management from the teachers. Literature review: The role of the teacher in inquiry-based education. 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. Block scheduling is one approach schools have used to provide longer periods of time for laboratory activities and discussion. Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers. Educational Researcher, 27, 12-21. 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. A focus on deepening teachers knowledge of science or mathematics. Zahopoulos, C. (2003). Deep disciplinary expertise is necessary to help students learn to use laboratory tools and procedures and to make observations and gather data. The Higher Education Chemistry (RSC), 5 (2), 42-51. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. The actual crime scene processing takes place in one day and the entire project can take up to 7 depending on your schedule. 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.
