The research described above indicates that undergraduate laboratory experiences do not integrate learning of science content and science processes in ways that lead to deep conceptual understanding of science subject matter. goals of laboratory experiences. Pre-service education and in-service professional development for science teachers rarely address laboratory experiences and do not provide teachers with the knowledge and skills needed to lead laboratory experiences. The inequities in the availability of academically prepared teachers may pose a serious challenge to minority and poor students progress toward the. Review of Educational Research, 52 (2), 201-217. What can they contribute to science learning? ), International handbook of science education (pp. Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics: NSF/NELS. Bell, P. (2004). New York: Pergamon. Arlington, VA: National Science Foundation. ), Constructivism in education. 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). Washington, DC: Author. Sanders, W.L., and Rivers, J.C. (1996). 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-. Designing professional development for teachers of science and mathematics. Ferguson, R. (1998). Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. Journal of Science Teacher Education, 6(2), 120-124. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). Journal of the Learning Sciences, 6(2), 227-269. 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. Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. 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. 6. Why staying ahead one chapter doesnt really work: Subject-specific pedagogy. Chapel Hill, NC: Horizon Research. (2003). Teachers who had engaged in even more intensive professional development, lasting at least 160 hours, were most likely to employ several teaching strategies aligned with the design principles for effective laboratory experiences identified in the research. 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. Minstrell, J., and van Zee, E.H. (2003). (1995). (2001). They should be proactive in every aspect of laboratory safety, making safety a priority. Further research is needed to evaluate these and other efforts to link scientists with K-12 education. Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers. Mahwah, NJ: Lawrence Earlbaum. (2000). 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.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. Tobin (Eds. 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). ), How students learn: Reforming schools through learner-centered education (pp. Qualified high school teachers will have opportunities to work and learn at the Argonne, Brookhaven, Lawrence Berkeley, Oak Ridge, and Pacific Northwest National Laboratories and at the National Renewable Energy Laboratory. The teachers, all biology majors, could only list the courses they had taken as a way to organize their fields. The role of the laboratory in science teaching: Neglected aspects of research. Jump up to the previous page or down to the next one. Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. Professional Development Partnerships with the Scientific Community. The purpose of this paper is to explore and discuss the role of practical work in the teaching and learning of science at school level. They must address the challenge of helping students to simultaneously develop scientific reasoning, master science subject matter and progress toward the other goals of laboratory experiences. Ready to take your reading offline? Washington, DC: Author. There are promising examples of teacher professional development focused on laboratory experiences. The condition of education. It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. Equity for linguistically and culturally diverse students in science education. Requirements for professional development of in-service science teachers differ widely from state to state. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Playing this critical role requires that teachers know much more than how to set up equipment, carry out procedures, and manage students physical activities. They found a large number of preparations, tried each one out, and identified one method as most likely to succeed with the introductory students. Click here to buy this book in print or download it as a free PDF, if available. 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. The changing nature of work: Implications for occupational analysis. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. CrossRef Google Scholar Johnstone, A. H., & Al-Shuaili, A. However, many high school teachers currently lack strong academic preparation in a science discipline. 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. Laboratory experiments ), The student laboratory and the curriculum (pp. when studying aspects of biology . Elementary School Journal, 97(4), 401-417. McComas and Colburn (1995) established an inservice program called Laboratory Learning: An Inservice Institute, which incorporated some of the design elements that support student learning in laboratory experiences. Davis, and P. Bell (Eds. (2002). (2003). MyNAP members SAVE 10% off online. Loucks-Horsley, Love, Stiles, Mundry, and Hewson (2003) provide a detailed design framework for professional development and descriptions of case studies, identifying strategies for improving science teaching that may be applicable to improving laboratory teaching. Harlen, W. (2001). ), Faculty development for improving teacher preparation (pp. Gamoran, A., Anderson, C.W., Quiroz, P.A., Seceda, W.G., Williams, T., and Ashmann, S. (2003). Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., and Hewson, P.W. Active learning opportunities focused on analysis of teaching and learning. How can school organization contribute to effective laboratory teaching. Undergraduate science students, including preservice teachers, engage. National Research Council. Earn CE Get Involved Advocate/Support Your Profession Data from the National Center for Education Statistics (2004) show variation in teacher qualifications from one science discipline to another. A focus on deepening teachers knowledge of science or mathematics. 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). Educating teachers of science, mathematics, and technology. 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. Block scheduling is one approach schools have used to provide longer periods of time for laboratory activities and discussion. In J.M. In this program, faculty modeled lower-level inquiry-oriented instruction focused on short laboratory sessions with limited lecturing and no definitions of terms. The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. Anderson, C., Sheldon, T., and Dubay, J. 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. Linn, M.C. (2003). 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. Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). Synergy research and knowledge integration. Seeking more effective outcomes from science laboratory experiences (Grades 7-14): Six companion studies. Linn, M.C., Davis, E.A., and Bell, P. (2004). A study of a much smaller sample of teachers yielded similar findings (Catley, 2004). Windschitl, M. (2004). Harlen, W. (2000). (71) $4.50. Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. Washington, DC: National Academy Press. Hegarty-Hazel, E. (1990). teacher is teaching both chemistry and physics, requiring more preparation time (American Association of Physics Teachers, 2002). (1995). Do all student have access to laboratory experiences? Baumgartner, E. (2004). The elementary level science methods course: Breeding ground of an apprehension toward science? 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. . (1998). Other studies report that undergraduate laboratory work consists primarily of verification activities, with few opportunities for ongoing discussion and reflection on how scientists evaluate new knowledge (e.g., Trumbull and Kerr, 1993, cited in Windschitl, 2004). Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. Introduction The laboratory in the school has been defined by several authors in different ways. 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. The National Academies of Sciences, Engineering, and Medicine, America's Lab Report: Investigations in High School Science, http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04, http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html, http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html, http://epx.sagepub.com/cgi/content/abstract/17/5/613, http://www.educationnext.org/20021/50.html, http://www.sedl.org/connections/research-syntheses.html, http://www7.nationalacademies.org/bose/July_12-13_2004_High_School_Labs_Meeting_Agenda.html, http://www.nsta.org/positionstatementandpsid=16, http://www.horizon-research.com/reports/2002/2000survey/trends.php, http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_Labs_Meeting_Agenda.html, http://www7.nationalacademies.org/bose/KTobin_71204_HSLabs_Mtg.pdf, http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp, http://www.scied.science.doe.gov/scied/LSTPD/about.htm. U.S. Department of Education. Formulating research questions appropriate for a science classroom and leading student discussions are two important places where the interaction of the four types of knowledge is most evident. Seattle: University of Washington, Center for the Study of Teaching and Policy. Improving high school science teachers capacity to lead laboratory experiences effectively is critical to advancing the educational goals of these experiences. (1996). Administrators allocate time, like other resources, as a way to support teachers in carrying out these routines. These changes persisted several years after the teachers concluded their professional development experiences.. 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. Participation of groups of teachers from the same school, department, or grade. Emerging issues and practices in science assessment. 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). Prepare lab apparatus and equipment. The role of practical work in the teaching and learning of science. When students have more freedom to pose questions or to identify and carry out procedures, they require greater guidance to ensure that their laboratory activities help them to master science subject matter and progress toward the other goals of laboratory experiences. (1999). 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. 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. Schwartz, R., and Lederman, N. (2002). 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). Case studies of laboratory teaching show that laboratory activities designed to verify known scientific concepts or laws may not always go forward as planned (Olsen et al., 1996). Teaching failure in the laboratory. Available at: http://www.sedl.org/connections/research-syntheses.html [accessed May 2005]. National Research Council. One study found that schools that provide more support to new teachers, including such professional development activities as induction and mentoring, have lower turnover rates (Ingersoll, 2003, p. 8). Their previous, closely prescribed laboratory experiences had not helped them to understand that there are many different ways to effect a particular chemical transformation. Supovitz, J.A., and Turner, H.M. (2000). Teachers need to listen in a way that goes well beyond an immediate right or wrong judgment. The importance of pedagogical content knowledge challenges assumptions about what science teachers should know in order to help students attain the goals of laboratory experiences. One study found that having an advanced degree in science was associated with increased student science learning from the 8th to the 10th grade (Goldhaber and Brewer, 1997). (Working paper prepared in collaboration with the National Conference of State Legislatures.) Fraser and K.G. 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. The role of teacher in the acquisition of scientific knowledge in Secondary School Science class cannot be underestimated. 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. Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? The Integral Role of Laboratory Inves-tigations in Science Instruction, the National Science Teachers Association (NSTA, 2007) presents a similar sen- . The school science laboratory: Historical perspectives and contexts for contemporary teaching. 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). American Educational Research Journal 35(3), 477-496. 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, 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). Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Portsmouth, NH: Heinemann. In the Seattle program, teachers attend a 13-day summer workshop in which they work closely with each other, master teachers, and program staff to develop expertise in molecular biology. Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. (2004). You're looking at OpenBook, NAP.edu's online reading room since 1999. Teachers require a deep understanding of scientific processes in order to guide students procedures and formulation of research questions, as well as deep understanding of science concepts in order to guide them toward subject matter understanding and other learning goals. 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. Pomeroy, D. (1993). Literature review: The role of the teacher in inquiry-based education. McComas, W.F., and Colburn, A.I. Summer research experiences that may enhance science teachers laboratory teaching need not take place in a laboratory facility. Mahwah, NJ: Lawrence Earlbaum. an increasingly important aspect of their general pedagogical knowledge. Participant teachers were also interviewed. These workshops include microteaching (peer presentation) sessions. 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. They are relevant for new lab instructors in a wide range of disciplines. View our suggested citation for this chapter. Lab's History Department, which is responsible for educating students in grades 9-12, seeks a teacher with expertise and experience teaching Modern Global or Modern World History coursework.
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role of teacher in laboratory