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. Washington, DC: National Academy Press. These workshops include microteaching (peer presentation) sessions. Review of Educational Research, 52(2), 201-217. As already known, most of the teacher candidates carry out closeended laboratory - practices throughout their university education [14]. Rockville, MD: Westat. Familiarity with the evidence or principles of a complex theory does not ensure that a teacher has a sound understanding of concepts that are meaningful to high school students and that she or he will be capable of leading students to change their ideas by critiquing each others investigations as they make sense of phenomena in their everyday lives. It means focusing the students own questions. 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. workincluding verification workrequires deep knowledge of the specific science concepts and science processes involved in such work (Millar, 2004). Moreover, the teacher console (keyboard) is usually fitted with a tape recorder to monitoring each compartment in the class by the teacher headset and an intercom facility to enable 2-way communication between the teacher and his/her students individually. Science Education, 77(1), 25-46. The main role of a teaching assistant is to provide support to the course instructor to ensure the effective delivery of the required materials and to foster a positive learning environment. 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. Once again. Laboratory Learning: An Inservice Institute. TA may not leave the lab unattended while students are in the room. Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. One study found that, when laboratories were easily accessible, 14- and 15-year-old students who used the facilities during their free time reported increased interest in academics and took advanced science courses (Henderson and Mapp, 2002). 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). Educating teachers of science, mathematics, and technology. The effects of instruction on college nonmajors conceptions of respiration and photosynthesis. What types of knowledge do teachers use to engage learners in doing science? 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. (2004). The school science laboratory: Considerations of learning, technology, and scientific practice. 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. These strategies included arranging seating to facilitate student discussion, requiring students to supply evidence to support their claims, encouraging students to explain concepts to one another, and having students work in cooperative groups. Teachers, Laboratory Attendants and Gardeners must be made to attend, at regular . In M.C. 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. Laboratories in science education: Understanding the history and nature of science. 1071 Palmer Commons Results of the study also confirmed the effectiveness of providing active learning opportunities. Linn describes aspects of the model as pragmatic principles of heat that are more accessible goals than the microscopic view of heat that is commonly taught (Linn, 1997, p. 410). 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). Seattle: University of Washington, Center for the Study of Teaching and Policy. In this approach classes meet every other day for longer blocks of about 90-100 minutes, instead of every day for 40 or 45 minutes. Baumgartner, E. (2004). ), Development in school finance, 1996. 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. The authors concluded that professional development activities that are short-term interventions have virtually no effect on teachers behaviors in leading laboratory experiences. For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. They must guide and focus ongoing discussion and reflection with individuals, laboratory groups, and the entire class. when studying aspects of biology . The guidelines also call on administrators to schedule no more than 125 students per teacher per day, if the teacher is teaching only physics (the same laboratory activity taught several times may not require preparation) and no more than 100 students per teacher per day if the. Typically, states require only that teachers obtain post-baccalaureate credits within a certain period of time after being hired and then earn additional credits every few years thereafter. As is known, it is suggested that closedended - experiments cannot contribute much to meaningful the learning of students [13]. How can school organization contribute to 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. 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. Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. . (ED 409-634.) Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. 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. Deng, Z. Introduction The laboratory in the school has been defined by several authors in different ways. 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). Harlen, W. (2000). (1997). A professor engaged upper level chemistry majors in trying to create a foolproof laboratory activity to illustrate the chemistry of amines for introductory students. The teachers skills in posing questions and leading discussions affect students ability to build meaning from their laboratory experiences. One study illustrates undergraduate students lack of exposure to the full range of scientists activities, and the potential benefits of engaging them in a broader range of experiences. Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. Available at: http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp [accessed Feb. 2005]. This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. New York: Pergamon. 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. ), Faculty development for improving teacher preparation (pp. 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. Ann Arbor, MI: University of Michigan Physics Department. The paper recommend among others: . (2003). Linn, M.C. Does teacher certification matter? It was implemented over four day-long Saturday sessions spread over a semester. National Center for Education Statistics. Fraser and K.G. 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 culture of education. (1999). 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. Primary science: Taking the plunge. (1994). The functions of the laboratory teaching assistant are to provide instruction, supervision, and assistance, as required, to the students in his/her section. Laboratory learning: Addressing a neglected dimension of science teacher education. Meaning making in secondary science classrooms. American Educational Research Journal 35(3), 477-496. The limited quality and availability of professional development focusing on laboratory teaching is a reflection of the weaknesses in the larger system of professional development for science teachers. Marjolein Dobber a. , Rosanne Zwart b. , Marijn Tanis a b 1. , Bert van Oers a. ), International handbook of science education (pp. Statistical analysis report. 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. 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). 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). (2002). Over the course of a years worth of pedagogical preparation and field experiences, the new teachers began to reorganize their knowledge of biology according to how they thought it should be taught. (2000). 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). These studies confirm earlier research findings that even the best science curriculum cannot teach itself and that the teachers role is central in helping students build understanding from laboratory experiences and other science learning activities (Driver, 1995). After completion of the course, teachers classroom behaviors were videotaped and analyzed against traditional and reformed instructional strategies. (1986). Anderson, C., Sheldon, T., and Dubay, J. The institute included a blend of modeling, small group work, cooperative learning activities, and theoretical and research-based suggestions (p. 122). Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. (Working Paper No. Rather, learning is an active process which goes on within the students by guiding the learning . In B.J. Improving teachers in-service professional development in mathematics and science: The role of postsecondary institutions. 7082.) In contrast, a physicist might use mathematics to describe or represent the reflection, transmission, and absorption of light. Given the vast array of possible courses led by Teaching Assistants at UWM, their individual roles will vary considerably. Washington, DC: Author. Sanders, W.L., and Rivers, J.C. (1996). Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. Gess-Newsome, J., and Lederman, N. (1993). Lee, O., and Fradd, S.H. International Journal of Science Education, 18(7), 775-790. [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. 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. 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. School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. 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). (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). The Biological Sciences Curriculum Study. ), Internet environments for science education. How do teachers work and learnspecifically related to labs. 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 In a guided-inquiry laboratory (GIL), the teacher provides the students with a question, or set of questions, and the students design an experiment to address the question(s). Forty-seven percent completed and returned the questionnaire. (1991). The proper performance of these duties requires the undivided attention of the teaching assistant during each laboratory period. (2002). 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. Mahwah, NJ: Lawrence Earlbaum. The Integral Role of Laboratory Inves-tigations in Science Instruction, the National Science Teachers Association (NSTA, 2007) presents a similar sen- . The Technical Assistant's role is not to design curriculum, plan lessons or teach classes. (1990). 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. (2004). No national survey data are available to indicate whether science teachers receive adequate preparation time or assistance from trained laboratory technicians. Google Scholar Further research is needed to inform design of laboratory-focused teacher professional development that can support teachers in improving laboratory instruction. goals of laboratory experiences. Washington, DC: National Academy Press. As teachers move beyond laboratory experiences focusing on tools, procedures, and observations to those that engage students in posing a research question or in building and revising models to explain their observations, they require still deeper levels of science content knowledge (Windschitl, 2004; Catley, 2004). Available at: http://www7.nationalacademies.org/bose/KTobin_71204_HSLabs_Mtg.pdf [accessed August 2005]. The available evidence indicates that the current science teaching workforce lacks the knowledge and skills required to lead a range of effective laboratory experiences. Elementary School Journal, 97(4), 401-417. Designing professional development for teachers of science and mathematics. (1998). The study examined the relationship between professional development and teaching practice in terms of three specific instructional practices: (1) the use of technology, (2) the use of higher order instructional methods, and (3) the use of alternative assessment. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. 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. The Higher Education Chemistry (RSC), 5 (2), 42-51. Participation of groups of teachers from the same school, department, or grade. In M.C. 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. Laboratory teaching assumes that first-hand experience in observation and manipulation of the materials of science is superior to other methods of developing understanding and appreciation. Chapel Hill, NC: Horizon Research. Hofstein, A., and Lunetta, V.N. Harrison and Killion (2007) defined the roles of . Atkin, P. Black, and J. Coffey (Eds.). Laboratory experiments Science for all, including students from non-English-language backgrounds. Darling-Hammond, L., Berry, B., and Thoreson, A. Mahwah, NJ: Lawrence Earlbaum. 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 London, England: Kluwer Academic. 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). 13-Week Science Methodology Course. In chemistry laboratories at large universities, the instructors of record are typically graduate or undergraduate . National Center for Family and Community Connections with Schools. Coherence (consistency with teachers goals, state standards, and assessments). (2003). The school science laboratory: Historical perspectives and contexts for contemporary teaching. Tobin (Eds. Discovery learning and discovery teaching. They also modeled longer postlaboratory activities focused on using student data and observations as the engine for further instruction. The traditional didactic pedagogy to which teacher candidates are exposed in university science courses equips learners with only minimal conceptual understandings of their science disciplines (Duschl, 1983; Gallagher, 1991; Pomeroy, 1993, cited in Windschitl, 2004). Background: 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). They need to carefully consider written work and what they observe while students engage in projects and investigations. In addition to the many programs to increase teachers knowledge and abilities discussed above, the scientific community sometimes engages scientists to work directly with students.
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