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). Most current professional development for science teachers, such as the activities that had little impact on the teaching strategies among teachers responding to the 2000 survey, is ad hoc. National Research Council. (1997). 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). 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). PDF Laboratory Practices of Beginning Secondary Science Teachers: A - ed For example, in developing the Computers as Learning Partners science curriculum unit, Linn and colleagues researched how well models of thermodynamics at various levels of abstraction supported students learning. (1997). In B.J. Teacher awareness of students science needs and capabilities may be enhanced through ongoing formative assessment. The group employs a variety of long-term strategies, such as engaging teachers in curriculum development and adaptation, action research, and providing on-site support by lead teachers (Linn, 1997; Lederman, 2004). Bayer Corporation. However, several types of inflexible scheduling may discourage effective laboratory experiences, including (a) limits on teacher planning time, (b) limits on teacher setup and cleanup time, and (c) limits on time for laboratory experiences. In D.G. 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). 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 . Educational Researcher, 15, 4-14. 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). 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. The research comprised both quantitative and qualitative approaches. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. These changes persisted several years after the teachers concluded their professional development experiences.. Evaluating the evidence. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. (ED 409-634.) 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 2000 National Survey of Science and Mathematics Education: Compendium of tables. Professional development opportunities for science teachers are limited in quality, availability, and scope and place little emphasis on laboratory instruction. Further research is needed to inform design of professional development that can effectively support improvements in teachers laboratory instruction. Learning in the laboratory: Some thoughts from the literature. (1995). (2004). 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. Looking inside the classroom: A study of K-12 mathematics and science education in the United States. 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 Laboratory learning: Addressing a neglected dimension of science teacher education. 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. In addition, there is little research on whether use of block scheduling influences teachers instruction or enhances student learning. Evaluating the effect of teacher degree level on educational performance. 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). The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). Using questioning to guide student thinking. School districts, teachers, and others may want to consider these examples, but further research is needed to determine their scope and effectiveness. McComas, W.F., and Colburn, A.I. Do you enjoy reading reports from the Academies online for free? At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory Resource Provider. The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). To lead laboratory experiences that incorporate ongoing student discussion and reflection and that focus on clear, attainable learning goals, teachers require pedagogical content knowledge. Requirements for professional development of in-service science teachers differ widely from state to state. Journal of Personnel Evaluation in Education, 11(1), 57-67. Since the 19th century, when schools began to teach science systematically, the laboratory has become a distinctive feature of chemistry learning. Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. ), International handbook of science education (pp. School administrators have a strong influence on whether high school science teachers receive the professional development opportunities needed to develop the knowledge and skills we have identified. 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. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. ), How students learn: Reforming schools through learner-centered education (pp. 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. It means figuring out what students comprehend by listening to them during their discussions about science. 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). Organizational conditions that support inquiry in high school science instruction. The arts and science as preparation for teaching. 1. In addition, few high school teachers have access to curricula that integrate laboratory experiences into the stream of instruction. During the school year, teachers may access kits of materials supporting laboratory experiences that use biomedical research tools. In many cases teachers ranked in-service training as their least effective source of learning (Windschitl, 2004, p. 16; emphasis in original). Further research is needed to evaluate these and other efforts to link scientists with K-12 education. 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. Laboratory Schools: History Teacher, High School The Role of Laboratory in Science Teaching and Learning 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. In doing so, they showed teachers how laboratory experiences. 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). Science Education, 85(3), 263-278. (1986). Associations of science teachers have taken differing positions on how administrators can best support teachers in preparing for and cleaning up after laboratory experiences. London, England: Kluwer Academic. develop and implement comprehensive safety policies with clear procedures for engaging in lab activities; ensure that these policies comply with all applicable local, state, and federal health and safety codes, regulations, ordinances, and other rules established by the applicable oversight organization, including the Occupational Safety & Health Other duties include reinforcing laboratory housekeeping and safety protocol, coordinating with other engineering departments, and receiving, installing, and maintaining laboratory supplies and equipment. 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. on specific instructional practices increased teachers use of these practices in the classroom. Life in science laboratory classrooms at the tertiary level. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. Journal of Research in Science Teaching. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. Characterizing Instructional Practices in the Laboratory: The Available at: http://www7.nationalacademies.org/bose/July_12-13_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Page 111 Share Cite. laboratory notebooks, essays, and portfolios (Hein and Price, 1994; Gitomer and Duschl, 1998; Harlen, 2000, 2001). There are promising examples of teacher professional development focused on laboratory experiences. 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. DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. The effects of professional development on science teaching practices and classroom culture. Internet environments for science education. 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. (Working paper prepared in collaboration with the National Conference of State Legislatures.) 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. It means focusing the students own questions. Results of the study also confirmed the effectiveness of providing active learning opportunities. 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. Smith, S. (2004). Note: The suggestions below were generated by a group of U-M GSIs based on their experiences teaching in a physics lab course. Hudson, S.B., McMahon, K.C., and Overstreet, C.M. They should be proactive in every aspect of laboratory safety, making safety a priority. International Journal of Science Education, 18(7), 775-790. 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). Click here to buy this book in print or download it as a free PDF, if available. Science teachers behavior in the classroom is influenced by the science curriculum, educational standards, and other factors, such as time constraints and the availability of facilities and supplies. 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. Only 11 percent of responding teachers indicated that science teachers in their school regularly observed other science teachers.