role of teacher in laboratory

Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. What does research tell us about learning in high school science labs? 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. educational outcomes (Ferguson, 1998; Goldhaber, 2002; Goldhaber, Brewer, and Anderson, 1999; Hanushek, Kain, and Rivkin, 1999; Wright, Horn, and Sanders, 1997). Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website. Darling-Hammond, L., Berry, B., and Thoreson, A. Ann Arbor, MI 48109-2218, Strategies for Effective Teaching in the Laboratory Class, 2021Regents of the University of Michigan. Harrison and Killion (2007) defined the roles of . 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). 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). The laboratory in science education: Foundations for the twenty-first century. McComs (Eds. Haase, B.S. (1998). A research agenda. Washington, DC: National Academy Press. Henderson, A.T., and Mapp, K.L. 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. (2002). The Roles of the Language Laboratory In Teaching Languages: A Case Large majorities of students indicated that the program had increased their interest in science, while large majorities of teachers said they would recommend the program to other teachers and that the volunteers had had a beneficial effect on their science teaching. Few professional development programs for science teachers emphasize laboratory instruction. National Research Council. Lederman, N.G. Olsen, T.P., Hewson, P.W., and Lyons, L. (1996). 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. Classroom assessment and the national science education standards. ), How students learn: Reforming schools through learner-centered education (pp. Chapel Hill, NC : Horizon Research. goals of laboratory experiences. A science methodology course for middle and high school teachers offered experience in using the findings from laboratory investigations as the driving force for further instruction (Priestley, Priestly, and Schmuckler, 1997). Laboratory Instructors are responsible for maintaining the routine preventative maintenance of all laboratory equipment. 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. NSTA position statement: Laboratory science. MyNAP members SAVE 10% off online. The Quality of Vocational Teachers: teacher education, institutional McDiarmid, G.W. Enforcing laboratory rules . Respecting childrens own ideas. International Journal of Science Education 22(7), 665-701. As is known, it is suggested that closedended - experiments cannot contribute much to meaningful the learning of students [13]. Educational Researcher, 15, 4-14. Does teacher certification matter? 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). Teachers need to listen in a way that goes well beyond an immediate right or wrong judgment. Journal of Science Teacher Education, 6(2), 120-124. For example, the U.S. Department of Energy (DOE) launched its Laboratory Science Teacher Professional Development Program in 2004. How should student learning in laboratory experiences be assessed? Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? 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. How do teachers work and learnspecifically related to labs. 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. Register for a free account to start saving and receiving special member only perks. The Integral Role of Laboratory Investigations in Science - NSTA DeSimone, L.M., Porter, A.S., Garet, M.S., Yoon, K.S., and Birman, B. Committee on Science and Mathematics Teacher Preparation, Center for 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). Mortimer, E., and Scott, P. (2003). Journal of Science Education and Technology, 4(2), 103-126. (1997). The inequities in the availability of academically prepared teachers may pose a serious challenge to minority and poor students progress toward the. Rather, learning is an active process which goes on within the students by guiding the learning . Click here to buy this book in print or download it as a free PDF, if available. (1989). They must guide and focus ongoing discussion and reflection with individuals, laboratory groups, and the entire class. Science Education, 77(1), 25-46. 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. Literature review: The role of the teacher in inquiry-based education Meaning making in secondary science classrooms. 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. Do all student have access to laboratory experiences? Institute participants also asked for more discussion of assessment methods for laboratory teaching, including the role of video testing, and also recommended inclusion of sessions that address teaching science laboratory classes on a small budget. The actual crime scene processing takes place in one day and the entire project can take up to 7 depending on your schedule. (2004). 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. The program was designed in part to address weakness in science teachers understanding of the nature of science, which was documented in earlier research (Khalic and Lederman, 2000; Schwartz and Lederman, 2002). Washington, DC: National Academy Press. (2002). The teaching communities that developed, with their new leaders, succeeded in obtaining additional resources (such as shared teacher planning time) from within the schools and districts (Gamoran et al., 2003) and also from outside of them. Driver, R. (1995). In chemistry laboratories at large universities, the instructors of record are typically graduate or undergraduate . It may also be because teachers lack the content knowledge, pedagogical content knowledge, general pedagogical knowledge, and knowledge of assessment required to lead such discussions (Maienschein, 2004; Windschitl, 2004). Can schools narrow the black-white test score gap? It will show you how laboratory sessions can differ with respect to their aim and expected learning . Educational Policy, 14(3), 331-356. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. Schulze (Eds. A three-way error components analysis of educational productivity. 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. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. (2000). This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. Among teachers who acted as heads of science departments, 21 percent indicated that the lack of opportunities for teachers to share ideas was a serious problem for science instruction (Smith et al., 2002). Effects of professional development on teachers instruction: Results from a three-year longitudinal study. 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. 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. The Role of the Laboratory in Chemistry Teaching and Learning (1994). Results of the study also confirmed the effectiveness of providing active learning opportunities. Atkin, P. Black, and J. Coffey (Eds.). Literature review: The role of the teacher in inquiry-based education. Baumgartner, E. (2004). Wojnowski, and S.K. Journal of College Science Teaching, 33(6). 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. McDiarmid, G.S., Ball, D.L., and Anderson, C.W. Teacher-Student Interaction . (1997). (Working Paper No. Zip. Teachers College Record, 105(3), 465-489. (1995). Equity for linguistically and culturally diverse students in science education. East Lansing, MI: National Center for Research in Teacher Education. During the school year, teachers may access kits of materials supporting laboratory experiences that use biomedical research tools. Role Of Task Analysis In Special Education - Number Dyslexia 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. In another approach, schools can schedule science classes for double periods to allow more time for both carrying out investigations and reflecting on the meaning of those investigations. 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. In this approach, school administrators recognize that leadership for improved teaching and learning is distributed throughout the school and district and does not rest on traditional hierarchies. ROLE DESCRIPTION Education Support Employee Laboratory Assistant The Biological Sciences Curriculum Study. Laboratory activities have long had a distinct and central role in the science curriculum as a means of making sense of the natural world. The Integral Role of Laboratory Inves-tigations in Science Instruction, the National Science Teachers Association (NSTA, 2007) presents a similar sen- . Report equipment problems in writing to the Lab Staff. Undergraduate science students, including preservice teachers, engage. Journal of Research in Science Teaching, 29, 51-61. In E. Hegarty-Hazel (Ed. (2002). Hirsch, E., Koppich, J.E., and Knapp, M.S. The proper performance of these duties requires the undivided attention of the teaching assistant during each laboratory period. Classroom and field-based "lab work" is conceptualized as central components of Liability of Science Educators for Laboratory Safety | NSTA 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. They are relevant for new lab instructors in a wide range of disciplines. 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. 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.. Not a MyNAP member yet? laboratory as well as for the laboratory use in science teaching. Formulating research questions appropriate for a science classroom and leading student discussions are two important places where the interaction of the four types of knowledge is most evident. on specific instructional practices increased teachers use of these practices in the classroom. 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). 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). 1. Other studies have also found that most teachers do not experience sustained professional development and that they view it as ineffective (Windschitl, 2004). This professional development institute also incorporated ongoing opportunities for discussion and reflection. Arlington, VA: National Science Foundation. 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. 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). To determine the current role of laboratory schools in the United States, the 123 existing laboratory schools were surveyed. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. A Japanese high school language lab shows students' positions 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. Maienschein, J. Rethinking laboratories. Final report on the evaluation of the National Science Foundations Instructional Materials Development Program. Constructivist approaches to science teaching. In B.J. Tushnet, N.C., Millsap, M.A., Noraini, A., Brigham, N., Cooley, E., Elliott, J., Johnston, K., Martinez, A., Nierenberg, M., and Rosenblum, S. (2000). Catley, K. (2004). In N.M. Lambert and B.L. 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 black-white test score gap. Quantitative approach was used to investigate effects of teaching science subjects in absence of science laboratory and to. Further research is needed to examine the scope and effectiveness of the many individual programs and initiatives. The effects of instruction on college nonmajors conceptions of respiration and photosynthesis. ReviewLiterature review: The role of the teacher in inquiry-based education. Hudson, S.B., McMahon, K.C., and Overstreet, C.M. Teachers play a critical role in leading laboratory experiences in ways that support student learning. Professional Development Partnerships with the Scientific Community. University of Michigan Physics Department: GSI training course. Sanders, W.L., and Rivers, J.C. (1996). Ann Arbor, MI: University of Michigan Physics Department. 7082.) (2004). We do not yet know how best to develop the knowledge and skills that teachers require to lead laboratory experiences that help students master science subject matter, develop scientific reasoning skills, and attain the other goals of laboratory education. Learning in the laboratory: Some thoughts from the literature. Establishing classroom, lab, and field trip rules and regulations and ensuring that . The research also indicates that undergraduate laboratory work, like the laboratory experiences of high school students, often focuses on detailed procedures rather than clear learning goals (Hegarty-Hazel, 1990; Sutman, Schmuckler, Hilosky, Priestley, and Priestley, 1996). 61-74). Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. The authors of the review found that, when laboratory education is available, it focuses primarily on the care and use of laboratory equipment and laboratory safety. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. In the ICAN program, teachers participate in science internships with working scientists as one element in a larger program of instruction that includes an initial orientation and monthly workshops. Currently, few teachers lead this type of sense-making discussion (Smith, Banilower, McMahon, and Weiss, 2002). Laboratory work also gives the students the opportunity to experience science by using scientific research procedures. LABORATORY TEACHING ASSISTANTS - University of California, San Diego At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. Many schools schedule eight 40- to 55-minute class periods, so that following the AAPT guidelines would allow physics teachers two preparation periods. Journal of Research on Science Teaching, 37, 963-980. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. (2001b). Gamoran and others studied six sites where teachers and educational researchers collaborated to reform science and mathematics teaching, focusing on teaching for understanding. 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. (2004). (1991). Hofstein, A., and Lunetta, V.N. (1998). Seeking more effective outcomes from science laboratory experiences (Grades 7-14): Six companion studies. 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 Role of Laboratory in Science Teaching and Learning Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. In M.C. Teachers also need to know how to judge the quality of students oral presentations. Gess-Newsome, J., and Lederman, N. (1993). All of these factors indirectly affect the academic achievement of the students. 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 Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. (Working paper prepared in collaboration with the National Conference of State Legislatures.) ), International handbook of science education (pp. Teacher and School Readiness for Laboratory Experiences Laboratory Learning: An Inservice Institute. Boys and girls in the performance-based classroom: Whos doing the performing? Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. Washington, DC: Author. Goldhaber, D.D., and Brewer, D.J. 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. They appeared to have little understanding of the field writ large. Because many current science teachers have demographic backgrounds different from their students (Lee, 2002; Lynch, Kuipers, Pyke, and Szeze, in press), the ability to communicate across barriers of language and culture is. Available at: http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2005]. 1071 Palmer Commons The elementary level science methods course: Breeding ground of an apprehension toward science? (1999). The contents of the institute were developed on the basis of in-depth field interviews and literature reviews to tap the practical knowledge of experienced science teachers. Science Teacher, September, 38-41. Improving high school science teachers capacity to lead laboratory experiences effectively is critical to advancing the educational goals of these experiences. Millar, R. (2004). Biology student teachers' ideas about purpose of laboratory work 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). Evaluating the evidence on teacher certification: A rejoinder. Organizational conditions that support inquiry in high school science instruction. Thousand Oaks, CA: Corwin Press. Volkmann, M., and Abell, S. (2003). Providing Expert Assistance to Schools and Teachers. ), Internet environments for science education. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. Pomeroy, D. (1993). Using questioning to guide student thinking. National Science Teachers Association. In a year-long study of prospective biology teachers (Gess-Newsome and Lederman, 1993), the participants reported never having thought about the central ideas of biology or the interrelationships among the topics. In K. Howey and N. Zimpher (Eds. The teachers ability to use sophisticated questioning techniques to bring about productive student-student and student-teacher discussions in all phases of the laboratory activity is a key factor in the extent to which the activity attains its goals (Minstrell and Van Zee, 2003). Helping students attain the learning goals of laboratory experiences requires their teachers to have broad and deep understanding of both the processes and outcomes of scientific research. Available at: http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html. Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. To succeed at it and ask the types of higher level and cognitively based questions that appear to support student learning, teachers must have considerable science content knowledge and science teaching experience (McDiarmid, Ball, and Anderson, 1989; Chaney, 1995; Sanders and Rivers, 1996; Hammer, 1997). Second group of factors are the environmental factors. 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. 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). Committee on Classroom Assessment and the National Science Education Standards, J.M. ), International handbook of science education (pp. U.S. Department of Energy. 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. Laboratory Demonstrations: Do start class by demonstrating key techniques or equipment operation or describing the location and handling of special materials. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Laboratory learning: Addressing a neglected dimension of science teacher education. Teaching in University Science Laboratories (Developing Best - Coursera