role of teacher in laboratory

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). In N.M. Lambert and B.L. In addition to science content knowledge and pedagogical content knowledge, teachers also need general pedagogical knowledge in order to moderate ongoing discussion and reflection on laboratory activities, and supervise group work. Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. 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. Project ICAN: Inquiry, Context, and Nature of Science. 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. 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. 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). Research on the efficacy of strategies used for professional development related specifically to laboratory experiences, however, is not readily available. Journal of the Learning Sciences, 6(2), 227-269. Key words: Laboratory, chemistry, teaching, achievement, students. It is necessary even to lead students in activities designed to verify existing scientific knowledge. It examined the role of laboratory method of teaching in improving the quality of education, strategies for effective use of laboratory method and the problems facing the effective use of laboratory method in teaching science. Its the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. However, the undergraduate education of future science teachers does not currently prepare them for effective laboratory teaching. Equity for linguistically and culturally diverse students in science education. Catley, K. (2004). 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). Sutman, F.X., Schmuckler, J.S., Hilosky, A.B., Priestly, H.S., and Priestly, W.J. Rockville, MD: Westat. Songer, C., and Mintzes, J. Westbrook, S., and Marek, E. (1992). In contrast, a physicist might use mathematics to describe or represent the reflection, transmission, and absorption of light. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. 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). Bruner, J. In addition, there is little research on whether use of block scheduling influences teachers instruction or enhances student learning. 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). Organizational conditions that support inquiry in high school science instruction. Administrators who take a more flexible approach can support effective laboratory teaching by providing teachers with adequate time and space for ongoing professional development and shared lesson planning. You're looking at OpenBook, NAP.edu's online reading room since 1999. What changes need to be made to improve laboratory experiences for high school students? Duration (total contact hours, span of time). Science Education, 77, 261-278. PDF Laboratory Practices of Beginning Secondary Science Teachers: A - ed 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.. CrossRef Google Scholar Johnstone, A. H., & Al-Shuaili, A. In M.C. Wright, S.P., Horn, S., and Sanders, W. (1997). Education Next, 2(1), 50-55. It is important for the teacher to be a good learner so as to keep up with the changes. 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. There are promising examples of teacher professional development focused on laboratory experiences. Arlington, VA: National Science Foundation. Available at: http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp [accessed Feb. 2005]. laboratory as well as for the laboratory use in science teaching. Olsen, T.P., Hewson, P.W., and Lyons, L. (1996). (2004). The arts and science as preparation for teaching. Priestley, W., Priestley, H., and Schmuckler, J. They lock up all the reagents and unplug all electrical equipment to minimize the chances of accidents and fires. Elementary School Journal, 97(4), 401-417. ), Proceedings of the Conference on K-12 Outreach from University Science Departments. 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. The teachers skills in posing questions and leading discussions affect students ability to build meaning from their laboratory experiences. Goldhaber, D.D. Javonovic, J., and King, S.S. (1998). The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). 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. Coherence (consistency with teachers goals, state standards, and assessments). National Research Council. The Integral Role of Laboratory Inves-tigations in Science Instruction, the National Science Teachers Association (NSTA, 2007) presents a similar sen- . School administrators play a critical role in supporting the successful integration of laboratory experiences in high school science by providing improved approaches to professional development and adequate time for teacher planning and implementation of laboratory experiences. Laboratory experiences and their role in science education. They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. 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). Baumgartner, E. (2004). Washington, DC: National Academy Press. As Enforcing laboratory rules . 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. A study package for examining and tracking changes in teachers knowledge. Erroneous ideas about respiration: The teacher factor. 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. Bayer Corporation. . Data from a 2000 survey of science and mathematics education indicate that most current science teachers participate infrequently in professional development activities, and that many teachers view these activities as ineffective (Hudson, McMahon, and Overstreet, 2002). It was also clear that teachers enhanced their understanding of science subject matter specific to the lab they experienced. 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. Arrangements must be made with Instructor to cover unavoidable absences or planned breaks. Few professional development programs for science teachers emphasize laboratory instruction. The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). (2002). Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? In the Seattle program, teachers attend a 13-day summer workshop in which they work closely with each other, master teachers, and program staff to develop expertise in molecular biology. Also, you can type in a page number and press Enter to go directly to that page in the book. The American Association of Physics Teachers (AAPT) suggests that physics teachers should be required to teach no more than 275 instructional minutes per day. 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. PDF The role and purpose of practical work in the teaching and earning of One study found that having an advanced degree in science was associated with increased student science learning from the 8th to the 10th grade (Goldhaber and Brewer, 1997). 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). 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. 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. 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). The Role of the Laboratory in Science Teaching: Neglected Aspects of Washington, DC: National Academy Press. Available at: http://www7.nationalacademies.org/bose/KTobin_71204_HSLabs_Mtg.pdf [accessed August 2005]. But those connections are not enough: science sense-making discourse must also help students to develop understanding of a given science concept and create links between theory and observable phenomena. Teachers help their colleagues by sharing instructional resources. Biology student teachers' ideas about purpose of laboratory work PDF Role of a Physics Teacher - AAPT 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. Kennedy, M., Ball, D., McDiarmid, G.W., and Schmidt, W. (1991). Studies focusing specifically on science teacher quality and student achievement are somewhat more conclusive. Undergraduate science students, including preservice teachers, engage. 6. Specifically, it challenges the assumption that having a college degree in science, by itself, is sufficient to teach high school science. Presentation to the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. can be sequenced into a flow of science instruction in order to integrate student learning of science content and science processes. How should student learning in laboratory experiences be assessed? Page 111 Share Cite. What does research tell us about learning in high school science labs? 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). Prepare lab apparatus and equipment. London, England: Kluwer Academic. Ann Arbor, MI: University of Michigan Physics Department. 153-186). Most states do not regulate the quality and content of professional development required for renewal of teaching certificates (Hirsch, Koppich, and Knapp, 2001). A new wave of evidenceThe impact of school, family, and community connections in student achievement. The Integral Role of Laboratory Investigations in Science - NSTA London, England: Kluwer Academic. Millar, R., and Driver, R. (1987). Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. Earn CE Get Involved Advocate/Support Your Profession ), International handbook of science education (pp. Guiding students to formulate their own research questions and design appropriate investigations requires sophisticated knowledge in all four of the domains we have identified. To lead effective laboratory experiences, science teachers should know how to use data from all of these assessment methods in order to reflect on student progress and make informed decisions about which laboratory activities and teaching approaches to change, retain, or discard (National Research Council, 2001b; Volkman and Abell, 2003). Is there a shortage among mathematics and science teachers? In response to surveys conducted in the mid-1990s, teachers indicated that, among the reasons they left their positionsincluding retirement, layoffs, and family reasonsdissatisfaction was one of the most important. Science Teacher Responsibilities: Designing, developing, and delivering quality lesson plans and curricula that adhere to national and school guidelines. (1998). 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). 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. American Association of Physics Teachers. Hanusek, E., Kain, J., and Rivkin, S. (1999). 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. Washington, DC: Author. The Biological Sciences Curriculum Study. (1997). Portsmouth, NH: Heinemann. Center for Education. in a limited range of laboratory experiences that do not follow the principles of instructional design identified in Chapter 3. Coffey, Everyday assessment in the science classroom (pp. The role of teacher in the acquisition of scientific knowledge in Secondary School Science class cannot be underestimated. 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. 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. Washington, DC: American Psychological Association. 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. Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. Note: The suggestions below were generated by a group of U-M GSIs based on their experiences teaching in a physics lab course. Pomeroy, D. (1993). Hammer, D. (1997). High school science laboratories. In L.P. Steffe and J. Gale (Eds. 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. The Role of the Teacher in . PDF Classroom Teachers' Opinions on Science Laboratory Practices The elementary level science methods course: Breeding ground of an apprehension toward science? AAPT guidelines for high school physics programs. PDF Laboratory Teaching: Implication on Students' Achievement In - ed 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. Committee on Techniques for the Enhancement of Human Performance: Occupational Analysis. Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed May 2005]. It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. 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). Science Education, 75, 121-133. Review of Educational Research, 52(2), 201-217.