role of teacher in laboratory role of teacher in laboratory

What changes need to be made to improve laboratory experiences for high school students? 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. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . (2001). Educational Evaluation and Policy Analysis, 23(1), 57-77. 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). Methods of assessing student learning in laboratory activities include systematically observing and evaluating students performance in specific laboratory tasks and longer term laboratory investigations. [I]t represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented and adapted to the diverse interests and abilities of learners, and presented for instruction. 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. Synergy research and knowledge integration. Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. Volunteers receive training, a sourcebook of activities appropriate for middle school students, a kit of science materials, and a set of videotapes. The role of the laboratory in science teaching: Neglected aspects of research. Linn, M.C. 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. Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released. How should student learning in laboratory experiences be assessed? About this Course. A study package for examining and tracking changes in teachers knowledge. Coherence (consistency with teachers goals, state standards, and assessments). Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. Laboratory learning: Addressing a neglected dimension of science teacher education. (2004). Washington, DC: Author. Chapel Hill, NC: Horizon Research. (2001a). They need to carefully consider written work and what they observe while students engage in projects and investigations. 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. Elementary School Journal, 97(4), 401-417. Hein, G.E., and Price, S. (1994). (2002). In doing so, they showed teachers how laboratory experiences. 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. In addition, there is little research on whether use of block scheduling influences teachers instruction or enhances student learning. Crime scenes are set up and the students play the role of Crime Scene Investigators to process the scene. In chemistry laboratories at large universities, the instructors of record are typically graduate or undergraduate . National Research Council. Portsmouth, NH: Heinemann. Currently, few teachers lead this type of sense-making discussion (Smith, Banilower, McMahon, and Weiss, 2002). Students were asked to survey the literature for methods to reduce aromatic nitro compounds to the corresponding amines. In this section we describe the difficulty school administrators encounter when they try to support effective laboratory teaching. Teachers do not have sole responsibility for carrying out laboratory experiences that are 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, as suggested by the research. Page 111 Share Cite. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. The role of practical work in the teaching and learning of science. In K. Howey and N. Zimpher (Eds. Improving high school science teachers capacity to lead laboratory experiences effectively is critical to advancing the educational goals of these experiences. School districts, teachers, and others may want to consider these examples, but further research is needed to determine their scope and effectiveness. Drawing up suitable assessments and delivering helpful feedback to students, parents, and other teachers. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Teaching Assistant Responsibilities Arrive on time & remain in lab. 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. (2001). Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. (2002). Educational Policy, 17(5), 613-649. 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. 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. 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. Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., and Hewson, P.W. For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. Students cannot be admitted to the classroom until you arrive. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. Journal of Research in Science Teaching. A professor engaged upper level chemistry majors in trying to create a foolproof laboratory activity to illustrate the chemistry of amines for introductory students. Maduabum (1992) sees a laboratory as a place where scientific exercises are conducted by the science teachers for the benefit of the students (learners). The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. in a limited range of laboratory experiences that do not follow the principles of instructional design identified in Chapter 3. Deng (2001) describes pedagogical content knowledge for science teachers as an understanding of key scientific concepts that is somewhat different from that of a scientist. The organization and structure of most high schools impede teachers and administrators ongoing learning about science instruction and the implementation of quality laboratory experiences. A cross-age study of student understanding of the concept of homeostasis. Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. Teachers also need to know how to judge the quality of students oral presentations. London, England: Kluwer Academic. Arlington, VA: National Science Teachers Association. ReviewLiterature review: The role of the teacher in inquiry-based education. Gamoran and colleagues found that, although the educational researchers provided an infusion of expertise from outside each of the six school sites, the professional development created in collaboration with the local schools had its greatest impact in supporting local teachers in developing their own communities. Boys and girls in the performance-based classroom: Whos doing the performing? They found a large number of preparations, tried each one out, and identified one method as most likely to succeed with the introductory students. Linn, M.C., Davis, E.A., and Bell, P. (2004). Bayer Corporation. Hillsdale, NJ: Lawrence Erlbaum. 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. 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. 1071 Palmer Commons In D.G. 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. Baumgartner, E. (2004). Seattle: Author. Other studies have also found that most teachers do not experience sustained professional development and that they view it as ineffective (Windschitl, 2004). DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. (2004). Austin, TX: Southwest Educational Development Laboratory. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. Hammer, D. (1997). Driver, R. (1995). 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. A series of studies conducted over the past several decades has shown that teachers are one of the most important factors influencing students. To date, over 400 RE-SEED volunteers have worked with schools in 10 states. (1995). 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. However, their study was criticized for being conducted in laboratory environment (Taylor, Ntoumanis, . Scientific laboratories, college and university science departments, and science museums have launched efforts to support high school science teachers in improving laboratory teaching. Beyond process. 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. Available at: http://www.bayerus.com/msms/news/facts.cfm?mode=detailandid-survey04 [accessed Dec. 2004]. Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. Mahwah, NJ: Lawrence Erlbaum. Teachers need to listen in a way that goes well beyond an immediate right or wrong judgment. (1997). DeSimone, L.M., Garet, M., Birman, B., Porter, A., and Yoon, K. (2003). Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005]. Washington, DC: National Academy Press. This body of knowledge addressed the kind of laboratory instruction given to students, consideration of students with special needs, supportive teaching behaviors, models to engage students working in small groups, the sequencing of instruction, and modes of assessment (p. 121). Some school and school district officials may be reluctant to invest in sustained professional development for science teachers because they fear losing their investments if trained teachers leave for other jobs. Thousand Oaks, CA: Corwin Press. 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). The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). This course is developed to improve the effectiveness of laboratory classes in higher education. Classroom assessment and the national science education standards. workincluding verification workrequires deep knowledge of the specific science concepts and science processes involved in such work (Millar, 2004). Clark, R.L., Clough, M.P., and Berg, C.A. Teaching failure in the laboratory. (2003). Journal of Research in Science Teaching, 20, 745-754. 791-810). (1989). 100 Washtenaw Ave. 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. It will show you how laboratory sessions can differ with respect to their aim and expected learning . Linn, E.A. Tobin (Eds. The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. Educational Researcher, 15, 4-14. 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. In M.D. Maienschein, J. Supovitz, J.A., and Turner, H.M. (2000). For example, Western science promotes a critical and questioning stance, and these values and attitudes may be discontinuous with the norms of cultures that favor cooperation, social and emotional support, consensus building, and acceptance of the authority (p. 470). Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. Effects of professional development on teachers instruction: Results from a three-year longitudinal study. 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 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. Key words: Laboratory, chemistry, teaching, achievement, students. 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. 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. What is the current status of labs in our nations high schools as a context for learning science? Primary science: Taking the plunge. goals of laboratory experiences. McComs (Eds. Tobin, K.G. National Research Council. They found that a heat-flow model was better able to connect to middle school students knowledge about heat and temperature than a molecular-kinetic model (Linn, Davis, and Bell, 2004). Laboratory Instructors are responsible for maintaining the routine preventative maintenance of all laboratory equipment. 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). Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. Discovery learning and discovery teaching. Science Education, 77(3), 301-317. The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. 4.8. They should advise teachers where any concerns arise regarding safety, scheduling or resourcing of Deng, Z. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. 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). Establishing classroom, lab, and field trip rules and regulations and ensuring that . (2001). U.S. Department of Education. 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. Minstrell, J., and van Zee, E.H. (2003). (Working paper prepared in collaboration with the National Conference of State Legislatures.) What do they contribute to science learning? (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. However, formulating such questions can be difficult (National Research Council, 2001a, 2001b). Science Teacher, September, 38-41. The teaching profession is evolving on a regular basis, with new technology being incorporated into teaching methods and information updated regularly. Marjolein Dobber a. , Rosanne Zwart b. , Marijn Tanis a b 1. , Bert van Oers a. In contrast, a physicist might use mathematics to describe or represent the reflection, transmission, and absorption of light. All rights reserved. Research on the efficacy of strategies used for professional development related specifically to laboratory experiences, however, is not readily available. 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). The. In M.C. AAPT guidelines for high school physics programs. 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. 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). Enforcing laboratory rules . London, England: Kluwer Academic. McComas, W.F., and Colburn, A.I. A research agenda. The school science laboratory: Considerations of learning, technology, and scientific practice. As we have discussed, teachers face an ongoing tension between allowing students greater autonomy in the laboratory and guiding them toward accepted scientific knowledge. Priestley, W., Priestley, H., and Schmuckler, J. ), The student laboratory and the curriculum (pp. Administrators allocate time, like other resources, as a way to support teachers in carrying out these routines. (1991). Journal of Science Education and Technology, 4(2), 103-126. A new wave of evidenceThe impact of school, family, and community connections in student achievement. Professional Development Partnerships with the Scientific Community. Do all student have access to laboratory experiences? As already known, most of the teacher candidates carry out closeended laboratory - practices throughout their university education [14]. the photo below). Fraser and K.G. As a GSI you are transitioning from a student to an instructor, from someone whose responsibility was to learn in the lab class to someone who now helps others learn in the lab class. 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. A study of a much smaller sample of teachers yielded similar findings (Catley, 2004). Lunetta, V.N. Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers. Henderson, A.T., and Mapp, K.L. Smith, P.S., Banilower, E.R., McMahon, K.C., and Weiss, I.R. 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. Qualifications of the public school teacher workforce: Prevalence of out-of-field teaching 1987-88 to 1999-2000. They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. Fred Hutchinson Cancer Research Center. ), International handbook of science education (pp.