Science Education, 77(1), 25-46. National Center for Family and Community Connections with Schools. Between sessions, teacher participants reflected on what they were learning and applied some of it in their classrooms, following the active learning approach suggested by the research on professional development for science teachers. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. New York: Teachers College Press. Journal of Research in Science Teaching. Teachers College Record, 105(3), 465-489. Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). In L.P. Steffe and J. Gale (Eds. Journal of Research in Science Teaching, 29, 51-61. Click here to buy this book in print or download it as a free PDF, if available. East Lansing, MI: National Center for Research in Teacher Education. All rights reserved. The arts and science as preparation for teaching. 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). 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. Transforming teaching in math and science: How schools and districts can support change. (2001). Knowledge of childrens mental and emotional development, of teaching methods, and how best to communicate with children of different ages is essential for teachers to help students build meaning based on their laboratory experiences. It aims to support teachers to improve their teaching skills for active learning in university science laboratory courses. Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). 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. 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. Evaluating the evidence. (1990). 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. Coherence (consistency with teachers goals, state standards, and assessments). 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. Hillsdale, NJ: Lawrence Erlbaum. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. During the school year, teachers may access kits of materials supporting laboratory experiences that use biomedical research tools. Schulze (Eds. McComs (Eds. Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. Designing a community of young learners: Theoretical and practical lessons. 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. Minstrell, J., and van Zee, E.H. (2003). The research comprised both quantitative and qualitative approaches. The elementary level science methods course: Breeding ground of an apprehension toward science? Washington, DC: National Academy Press. Bell, P. (2004). They must guide and focus ongoing discussion and reflection with individuals, laboratory groups, and the entire class. 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. (2004). of habitual errors aids pupil in understanding nature of satisfactory performance Managing Practice Effectively laboratory and clinical experiences not merely repeating same exercise essential to goal attainment in psycho-motor and cognitive areas a teacher can manipulate whole-part approaches Helping Students . Available at: http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp [accessed Feb. 2005]. 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. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Henderson, A.T., and Mapp, K.L. Classroom assessment and the national science education standards. 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. U.S. Department of Energy. Providing Expert Assistance to Schools and Teachers. Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. Sanders, W.L., and Rivers, J.C. (1996). 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). Journal of the Learning Sciences, 6(2), 227-269. Teacher awareness of students science needs and capabilities may be enhanced through ongoing formative assessment. Chaney, B. MyNAP members SAVE 10% off online. The culture of education. 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). Review of Educational Research, 52 (2), 201-217. The degree to which teachers themselves have attained the goals we speak of in this report is likely to influence their laboratory teaching and the extent to which their students progress toward these goals. 61-74). ), The student laboratory and the curriculum (pp. Program faculty report that many teachers tend to dwell on hands-on activities with their students at the expense of linking them with the nature of science and with abilities associated with scientific inquiry. Science Education, 77(3), 301-317. The poor quality of laboratory experiences of most high school students today results partly from the challenges that laboratory teaching and learning pose to school administrators. Statistical analysis report. A study package for examining and tracking changes in teachers knowledge. They appeared to have little understanding of the field writ large. 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. London, England: Kluwer Academic. (1994). 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). Evaluating the effect of teacher degree level on educational performance. These limits, in turn, could contribute to lower science achievement, especially among poor and minority students. van Zee, E., and Minstrell, J. 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). Science Teacher Responsibilities: Designing, developing, and delivering quality lesson plans and curricula that adhere to national and school guidelines. They need to carefully consider written work and what they observe while students engage in projects and investigations. Note: The suggestions below were generated by a group of U-M GSIs based on their experiences teaching in a physics lab course. Journal of Research in Science Teaching, 30, 919-934. They felt confident to guide their students through the same process, where there is no right answer.. The changing nature of work: Implications for occupational analysis. Drawing up suitable assessments and delivering helpful feedback to students, parents, and other teachers. This professional development institute also incorporated ongoing opportunities for discussion and reflection. 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. Retired scientists and engineers: Providing in-classroom support to K-12 science teachers. 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. Washington, DC: National Academy Press. ), Development in school finance, 1996. 1. Methods of assessing student learning in laboratory activities include systematically observing and evaluating students performance in specific laboratory tasks and longer term laboratory investigations. Professional development and preservice programs that combined laboratory experiences with instruction about the key concepts of the nature of science and engaged teachers in reflecting on their experiences in light of those concepts were more successful in developing improved understanding (Khalic and Lederman, 2000). 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. These might include websites, instructional materials, readings, or other resources to use with students. High school science laboratories. Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. 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-. 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. take place in a school laboratory, but could also occur in an out-of-school setting, such as the student's home or in the field (e.g. Baumgartner, E. (2004). They also modeled longer postlaboratory activities focused on using student data and observations as the engine for further instruction. They further report (Lederman, 2004, p. 8): By observing practicing scientists and writing up their reflections, teachers gained insight into what scientists do in various research areas, such as crystallization, vascular tissue engineering, thermal processing of materials, nutrition, biochemistry, molecular biology, microbiology, protein purification and genetics. National Research Council. 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. DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis.
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