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. 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). 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). Linn, M.C. (2004). Journal of Personnel Evaluation in Education, 11(1), 57-67. A teachers academic science preparation appears to affect student science achievement generally. They also modeled longer postlaboratory activities focused on using student data and observations as the engine for further instruction. Journal of Research in Science Teaching, 31, 621-637. Journal of the Learning Sciences, 6(2), 227-269. 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. Statistical analysis report. 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. Arlington, VA: National Science Foundation. Educational Researcher, 27, 12-21. Priestley, W., Priestley, H., and Schmuckler, J. As already known, most of the teacher candidates carry out closeended laboratory - practices throughout their university education [14]. Qualifications of the public school teacher workforce: Prevalence of out-of-field teaching 1987-88 to 1999-2000. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. Requirements for professional development of in-service science teachers differ widely from state to state. National Research Council. International Journal of Science Education, 18(7), 775-790. Seattle: University of Washington, Center for the Study of Teaching and Policy. The condition of education. Available at: http://www.educationnext.org/20021/50.html [accessed Feb. 2005]. Available at: http://www.sedl.org/connections/research-syntheses.html [accessed May 2005]. 7082.) 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. Millar, R., and Driver, R. (1987). 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. In addition, some researchers argue that, although professional development expends resources (time, money, supplies), it also creates new human and social resources (Gamoran et al., 2003, p. 28). Science Teacher, September, 38-41. Committee on Science and Mathematics Teacher Preparation, Center for Education. Page 111 Share Cite. Classroom assessment and the national science education standards. 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. (2004). (1994). Do all student have access to laboratory experiences? Studies in Science Education, 14, 33-62. Washington, DC: Author. The teachers, all biology majors, could only list the courses they had taken as a way to organize their fields. 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). 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. 1. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Primary science: Taking the plunge. 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 Educational Researcher, 15, 4-14. 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. Retired scientists and engineers: Providing in-classroom support to K-12 science teachers. Fraser and K.G. The culture of education. Haase, B.S. 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. 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. But those connections are not enough: science sense-making discourse must also help students to develop understanding of a given science concept and create links between theory and observable phenomena. Teachers need to decide what kind of phenomena are important and appropriate for students to study as well as the degree of structure their students require. It means figuring out what students comprehend by listening to them during their discussions about science. ), Development in school finance, 1996. 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. 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). Guiding students to formulate their own research questions and design appropriate investigations requires sophisticated knowledge in all four of the domains we have identified. East Lansing, MI: National Center for Research in Teacher Education. Catley, K. (2004). Show this book's table of contents, where you can jump to any chapter by name. University researchers inchoate critiques of science teaching: Implications for the content of pre-service science teacher education. The actual crime scene processing takes place in one day and the entire project can take up to 7 depending on your schedule. Evaluating the evidence. Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. Some research indicates that teachers do not respond to sustained professional development by taking their new knowledge and skills to other schools, but rather by staying and creating new benefits where they are. 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). teacher is teaching both chemistry and physics, requiring more preparation time (American Association of Physics Teachers, 2002). Goldhaber, D.D., Brewer, D.J., and Anderson, D. (1999). Similarly, Hilosky, Sutman, and Schmuckler (1998) observe that prospective science teachers laboratory experiences provide procedural knowledge but few opportunities to integrate science investigations with learning about the context of scientific models and theories. ), Proceedings of the Conference on K-12 Outreach from University Science Departments. The National Research Council (NRC) Committee on Science and Mathematics Teacher preparation stated that studies conducted over the past quarter century increasingly point to a strong correlation between student achievement in K-12 science and mathematics and the teaching quality and level of knowledge of K-12 teachers of science and mathematics (National Research Council, 2001a, p. 4). Tushnet, N.C., Millsap, M.A., Noraini, A., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). Science Education, 77, 261-278. (2001). Few professional development programs for science teachers emphasize laboratory instruction. The contents of the institute were developed on the basis of in-depth field interviews and literature reviews to tap the practical knowledge of experienced science teachers. Hilosky, A., Sutman, F., and Schmuckler, J. to the content of textbooks, to visual aids, or to laboratory equipment. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Improving teachers in-service professional development in mathematics and science: The role of postsecondary institutions. Williams, M., Linn, M.C., Ammon, P., and Gearhart, M. (2004). The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. 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. For example, the teacher might use descriptive or qualitative language or images to convey concepts related to. Journal of Science Education and Technology, 4(2), 103-126. Participant teachers were also interviewed. Washington, DC: Brookings Institution. They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. Hanusek, E., Kain, J., and Rivkin, S. (1999). Currently, few teachers lead this type of sense-making discussion (Smith, Banilower, McMahon, and Weiss, 2002). 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. Wojnowski, and S.K. 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. Figure 1. It is necessary even to lead students in activities designed to verify existing scientific knowledge. Laboratory Demonstrations: Do start class by demonstrating key techniques or equipment operation or describing the location and handling of special materials. 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). International Journal of Science Education 22(7), 665-701. 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). Clearly, their preservice experiences do not provide the skills and knowledge needed to select and effectively carry out laboratory experiences that are appropriate for reaching specific science learning goals for a given group of students. Prepare lab apparatus and equipment. Washington, DC: Author. Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. U.S. Department of Energy. 4.8. Available at: http://www.fhcrc.org/education/sep/ [accessed Feb. 2005]. London, England: Kluwer Academic. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Google Scholar Background: Zip. ), Constructivism in education. 6. 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). Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. 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. Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers. To date, over 400 RE-SEED volunteers have worked with schools in 10 states. Schwartz, R., and Lederman, N. (2002). Currently, teachers rarely provide opportunities for students to participate in formulating questions to be addressed in the laboratory. Participation of groups of teachers from the same school, department, or grade. 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. Also, you can type in a page number and press Enter to go directly to that page in the book. Hammer, D. (1997). Laboratory training is also frequently used to develop skills necessary for more advanced study or research. 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. 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. Glagovich, N., and Swierczynski, A. For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. 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). Lynch, S., Kuipers, J., Pike, C., and Szeze, M. (in press). Science Teacher (October), 40-43. What is the current status of labs in our nations high schools as a context for learning science? Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Gallagher, J. 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). Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. Organizational conditions that support inquiry in high school science instruction. Journal of Chemical Education, 75(1), 100-104. Mathematics and science teachers reported more frequently than other teachers that job dissatisfaction was the reason they left their jobs. (1999). U.S. Department of Education. The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. (2004). Laboratory learning: Addressing a neglected dimension of science teacher education. In this section we describe the difficulty school administrators encounter when they try to support effective laboratory teaching. Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. Coherence (consistency with teachers goals, state standards, and assessments). Once on the job, science teachers have few opportunities to improve their laboratory teaching. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Journal of Research in Science Teaching, 30, 919-934. Other studies have also found that most teachers do not experience sustained professional development and that they view it as ineffective (Windschitl, 2004). 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. Mahwah, NJ: Lawrence Erlbaum. To determine the current role of laboratory schools in the United States, the 123 existing laboratory schools were surveyed. Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? Goldhaber, D.D., and Brewer, D.J. 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 Higher Education Chemistry (RSC), 5 (2), 42-51. Results of the study also confirmed the effectiveness of providing active learning opportunities. New York: Teachers College Press. In addition, few high school teachers have access to curricula that integrate laboratory experiences into the stream of instruction. (1990). The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. ), International handbook of science education (pp. Tobin, K.G. 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. Teachers College Record, 105(3), 465-489. Science Teacher Responsibilities: Designing, developing, and delivering quality lesson plans and curricula that adhere to national and school guidelines. Using questioning to assess and foster student thinking. 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). (2004). Supovitz, J.A., Mayer, D.P., and Kahle, J. Ann Arbor, MI: University of Michigan Physics Department. 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. A three-way error components analysis of educational productivity. Trumbull, D., and Kerr, P. (1993). Washington, DC: National Academy Press. Some individual teachers told our committee that they did not have adequate preparation and cleanup time. 13-Week Science Methodology Course. (1995). U.S. Department of Education. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. To lead laboratory experiences that incorporate ongoing student discussion and reflection and that focus on clear, attainable learning goals, teachers require pedagogical content knowledge. Journal of Research in Science Teaching, 27, 761-776. Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. Research conducted in teacher education programs provides some evidence of the quality of preservice science education (Windschitl, 2004). Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. Reston, VA: Association of Teacher Educators. 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). (2003). 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. DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). At the same time, teachers must address logistical and practical concerns, such as obtaining and storing supplies and maintaining laboratory safety. Teacher-Student Interaction . The design of this professional development program incorporated the principle of integrating laboratory experiences into the stream of instruction and the goal of providing a full range of laboratory experiences, including opportunities for students to participate in developing research questions and procedures. This is a culminating project for a Forensics course or unit. A cross-age study of student understanding of the concept of homeostasis. Cambridge, MA: National Bureau of Economic Research. Professional Development Partnerships with the Scientific Community. 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. Rethinking the continuum of preparation and professional development for secondary science educators. This course is developed to improve the effectiveness of laboratory classes in higher education. (1998). Javonovic, J., and King, S.S. (1998). Available at: http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. Understanding cellular respiration: An analysis of conceptual change in college biology. They found a large number of preparations, tried each one out, and identified one method as most likely to succeed with the introductory students. McComs (Eds. Gitomer, D.H., and Duschl, R.A. (1998). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. ), Faculty development for improving teacher preparation (pp. (2001a). They reported that the chief function of their school was instruction, followed, in order of emphasis, by preservice teacher education, research, and inservice teacher education. In another approach, schools can schedule science classes for double periods to allow more time for both carrying out investigations and reflecting on the meaning of those investigations. McDiarmid, G.S., Ball, D.L., and Anderson, C.W. 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. Science for all, including students from non-English-language backgrounds. It was implemented over four day-long Saturday sessions spread over a semester. We then go on to describe approaches to supporting teachers and improving their capacity to lead laboratory experiences through improvements in professional development and use of time. Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. 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. What can they contribute to science learning? Guiding students through the complexity and ambiguity of empirical. Students cannot be admitted to the classroom until you arrive. Report equipment problems in writing to the Lab Staff. 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. Block scheduling is one approach schools have used to provide longer periods of time for laboratory activities and discussion. Their previous, closely prescribed laboratory experiences had not helped them to understand that there are many different ways to effect a particular chemical transformation. Large majorities of students indicated that the program had increased their interest in science, while large majorities of teachers said they would recommend the program to other teachers and that the volunteers had had a beneficial effect on their science teaching. 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. Educating teachers of science, mathematics, and technology. Washington, DC: National Academy Press. They appeared to have little understanding of the field writ large. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. ), Internet environments for science education. There are promising examples of teacher professional development focused on laboratory experiences. Committee on High School Biology Education, Commission on Life Sciences. 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). (2004). Review of Educational Research, 52(2), 201-217. the photo below). One study indicated that significant change in teaching practice required about 80 hours of professional development (Supovitz and Turner, 2000). 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). These findings confirm those from a substantial literature on arts and sciences teaching in colleges and universities, which has clearly documented that both elementary and secondary teachers lack a deep and connected conceptual understanding of the subject matter they are expected to teach (Kennedy, Ball, McDiarmid, and Schmidt, 1991; McDiarmid, 1994). 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. A new wave of evidenceThe impact of school, family, and community connections in student achievement. Providing Expert Assistance to Schools and Teachers. . Harlen, W. (2001). Active assessment for active learning. The research comprised both quantitative and qualitative approaches. The Biological Sciences Curriculum Study, a science curriculum development organization, has long been engaged in the preservice education of science teachers and also offers professional development for inservice teachers. However, the undergraduate education of future science teachers does not currently prepare them for effective laboratory teaching. Designing professional development for teachers of science and mathematics. 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 . Once again. Not a MyNAP member yet? laboratory as well as for the laboratory use in science teaching. This chapter describes some of the factors contributing to the weakness of current laboratory experiences.
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