They should be proactive in every aspect of laboratory safety, making safety a priority. 13-Week Science Methodology Course. In many cases teachers ranked in-service training as their least effective source of learning (Windschitl, 2004, p. 16; emphasis in original). Slotta, J.D. ), Faculty development for improving teacher preparation (pp. 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. Few professional development programs for science teachers emphasize laboratory instruction. The National Survey of Science and Mathematics Education: Trends from 1977 to 2000. National Research Council. DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. National Center for Family and Community Connections with Schools. Page 111 Share Cite. (2000). (2000). Most states do not regulate the quality and content of professional development required for renewal of teaching certificates (Hirsch, Koppich, and Knapp, 2001). 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. Teachers may help children become more confident and proficient readers by breaking down the reading comprehension process into discrete subtasks and offering targeted teaching and feedback on each one. 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. Undergraduate science departments rarely provide future science teachers with laboratory experiences that follow the design principles derived from recent researchintegrated into the flow of instruction, focused on clear learning goals, aimed at the learning of science content and science process, with ongoing opportunities for reflection and discussion. Teachers and teacher aides should lead by example and wear personal protective equipment (PPE); follow and enforce safety rules, procedures, and practices; and demonstrate safety behavior to promote a culture of safety. 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). 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. Atkin, P. Black, and J. Coffey (Eds.). 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. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. 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. It was implemented over four day-long Saturday sessions spread over a semester. Copyright 2023 National Academy of Sciences. Time constraints can also discourage teachers from the challenges of setting up and testing laboratory equipment and materials. Education Next, 2(1), 50-55. Use these dos and donts to help you think about what you can do to be a successful new instructor: Allen, D., OConnell, R., Percha, B., Erickson, B., Nord, B., Harper, D., Bialek, J., & Nam E. (2009). As we have discussed, teachers face an ongoing tension between allowing students greater autonomy in the laboratory and guiding them toward accepted scientific knowledge. Other duties include reinforcing laboratory housekeeping and safety protocol, coordinating with other engineering departments, and receiving, installing, and maintaining laboratory supplies and equipment. The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. However, experts do not agree on which aspects of teacher qualitysuch as having an academic major in the subject taught, holding a state teaching certificate, having a certain number of years of teaching experience, or other unknown factorscontribute to their students academic achievement (Darling-Hammond, Berry, and Thoreson, 2001; Goldhaber and Brewer, 2001). McComs (Eds. ASCP understands your role in the medical laboratory and has developed cost effective learning products, tools to manage your re-certification, and opportunities for you to grow as a leader in the laboratory. Evaluating the evidence on teacher certification: A rejoinder. New York: City College Workshop Center. Currently, most schools are designed to support teaching that follows predictable routines and schedules (Gamoran, 2004). They surveyed a sample of 207 teachers in 30 schools, 10 districts, and 5 states to examine features of professional development and its effects on teaching practice from 1996 to 1999 (DeSimone et al., 2002). The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. Zip. Teacher awareness of students science needs and capabilities may be enhanced through ongoing formative assessment. can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. 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. Crime scenes are set up and the students play the role of Crime Scene Investigators to process the scene. In contrast to these short, ineffective approaches, consensus is growing in the research about key features of high-quality professional development for mathematics and science teachers (DeSimone, Porter, Garet, Yoon, and Birman, 2002; DeSimone et al., 2003, p. 10): New forms of professional development (i.e., study group, teacher network, mentoring, or task force, internship, or individual research project with a scientist) in contrast to the traditional workshop or conference. Ready to take your reading offline? Mahwah, NJ: Lawrence Erlbaum. A research agenda. Khalic, A., and Lederman, N. (2000). 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. Gess-Newsome, J., and Lederman, N. (1993). Washington, DC: Author. Teacher participants at the institute experienced firsthand learning as students in several laboratory sessions led by high school instructors who were regarded as master laboratory teachers. (1996). (2001). Assistants show the students how to handle chemical spills, dispose of broken glassware and get rid of non-hazardous and chemical waste . (2004). While teachers play an active role in lecture-based teaching methods, the students' role is usually reduced to sitting at their desks and listening passively to their teachers, to all. The American Association of Physics Teachers (AAPT) suggests that physics teachers should be required to teach no more than 275 instructional minutes per day. The school science laboratory: Considerations of learning, technology, and scientific practice. We then compare the desired skills and knowledge with information about the current skills and knowledge of high school science teachers. Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. Pomeroy, D. (1993). In N.M. Lambert and B.L. Ferguson, R. (1998). U.S. Department of Energy. The teachers, all biology majors, could only list the courses they had taken as a way to organize their fields. What changes need to be made to improve laboratory experiences for high school students? Teachers College Record, 105(3), 465-489. 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 Laboratory experiences and their role in science education. School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. Gallagher, J. (ED 409-634.) (2002). Retired scientists and engineers: Providing in-classroom support to K-12 science teachers. During the school year, teachers may access kits of materials supporting laboratory experiences that use biomedical research tools. Millar, R. (2004). Committee on Classroom Assessment and the National Science Education Standards, J.M. However, compared with other types of professionals, a higher proportion of teachers leave their positions each year. (2004). (2004). Is there a shortage among mathematics and science teachers? Sanders, M. (1993). Classroom and field-based "lab work" is conceptualized as central components of A study of a much smaller sample of teachers yielded similar findings (Catley, 2004). (1994). 61-74). It is important for the teacher to be a good learner so as to keep up with the changes. 9-13 Thus, medical laboratory professionals can be key members of the interprofessional health care team. Raleigh: Science House, North Carolina State University. Other studies indicate that high-quality professional development can encourage and support science teachers in leading a full range of laboratory experiences that allow students to participate actively in formulating research questions and in designing and carrying out investigations (Windschitl, 2004). 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. Harlen, W. (2001). (2000). Do higher salaries buy better teachers? Songer, C., and Mintzes, J. Mahwah, NJ: Lawrence Earlbaum. teacher in the classroom and thus cause tension like tools, materials, negative working conditions, student violence on teachers, increasing teacher expectations and tiredness of teacher. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. Register for a free account to start saving and receiving special member only perks. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . Teachers also need to know how to judge the quality of students oral presentations. Linn, E.A. Fraser and K.G. [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. Associations of science teachers have taken differing positions on how administrators can best support teachers in preparing for and cleaning up after laboratory experiences. A professor engaged upper level chemistry majors in trying to create a foolproof laboratory activity to illustrate the chemistry of amines for introductory students. They also face uncertainty about how many variables students should struggle with and how much to narrow the context and procedures of the investigation. Strong academic preparation is also essential in helping teachers develop the deep knowledge of science content and science processes needed to lead effective laboratory experiences. (1995). Smith, S. (2004). Educational Evaluation and Policy Analysis, 23(1), 79-86. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. Zahopoulos, C. (2003). The Integral Role of Laboratory Inves-tigations in Science Instruction, the National Science Teachers Association (NSTA, 2007) presents a similar sen- . 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. Available at: http://www.horizon-research.com/reports/2002/2000survey/trends.php [accessed May 2005]. Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. Once on the job, science teachers have few opportunities to improve their laboratory teaching. Improving teachers in-service professional development in mathematics and science: The role of postsecondary institutions. Brown, A.L., and Campione, J.C. (1998). Administrators allocate time, like other resources, as a way to support teachers in carrying out these routines. However, their study was criticized for being conducted in laboratory environment (Taylor, Ntoumanis, . Journal of Research in Science Teaching, 27, 761-776. This chapter describes some of the factors contributing to the weakness of current laboratory experiences. 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. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, St. Louis, MO. Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. However, 66 percent of teachers indicated that they regularly shared ideas and materials with their colleagues, perhaps indicating that they do so on their own time, outside school hours (Hudson et al., 2002). Science Education, 88, 28-54. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). 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. Cognition and Instruction, 15(4), 485-529. (2002). McComas, W.F., and Colburn, A.I. . (1998). (1999). 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. These changes persisted several years after the teachers concluded their professional development experiences.. 153-186). The investigators found that professional development focused. 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. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory Educational Researcher, 27, 12-21. Google Scholar Darling-Hammond, L., Berry, B., and Thoreson, A. Fraser and K.G. You choose your level of involvement based on your needs. Linn, M.C., Davis, E.A., and Bell, P. (2004). workincluding verification workrequires deep knowledge of the specific science concepts and science processes involved in such work (Millar, 2004). On the basis of a review of the available research, Lunetta (1998, p. 253) suggests that, for students, time should be provided for engaging students in driving questions, for team planning, for feedback about the nature and meaning of data, and for discussion of the implications of findings, and laboratory journals should provide opportunities for individual students to reflect upon and clarify their own observations, hypotheses, conceptions.. 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). The National Science Teachers Association takes a slightly different position, suggesting that administrators provide teachers with a competent paraprofessional. The role of practical work in the teaching and learning of science. educational outcomes (Ferguson, 1998; Goldhaber, 2002; Goldhaber, Brewer, and Anderson, 1999; Hanushek, Kain, and Rivkin, 1999; Wright, Horn, and Sanders, 1997).