role of teacher in laboratory

They further report (Lederman, 2004, p. 8): By observing practicing scientists and writing up their reflections, teachers gained insight into what scientists do in various research areas, such as crystallization, vascular tissue engineering, thermal processing of materials, nutrition, biochemistry, molecular biology, microbiology, protein purification and genetics. Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics: NSF/NELS. Mortimer, E., and Scott, P. (2003). 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. They should be proactive in every aspect of laboratory safety, making safety a priority. Available at: http://www.fhcrc.org/education/sep/ [accessed Feb. 2005]. Current professional development for science teachers is uneven in quantity and quality and places little emphasis on laboratory teaching. Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., and Hewson, P.W. Examining the effects of a highly rated curriculum unit on diverse students: Results from a planning grant. Harlen, W. (2001). 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. 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). NSTA position statement: Laboratory science. 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 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. Trumbull, D., and Kerr, P. (1993). Chapel Hill, NC : Horizon Research. Chaney, B. (1999). Available at: http://www7.nationalacademies.org/bose/June_3-4_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2004]. TA may not leave the lab unattended while students are in the room. 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. 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). Sanders, M. (1993). The paper recommend among others: . Educational Evaluation and Policy Analysis, 24(2), 81-112. 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). 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. ), Proceedings of the Conference on K-12 Outreach from University Science Departments. In this program, faculty modeled lower-level inquiry-oriented instruction focused on short laboratory sessions with limited lecturing and no definitions of terms. [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. (2001a). Responsibilities of Teachers Clinical Supervision of Medical Students Resident, Fellow and Graduate Teaching Assistant as Teacher Policy Responsibilities of Learners Course Directors' Expectations of Students The teacher-learner relationship confers rights and responsibilities on both parties. Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. 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). They knew little about how various ideas were related to each other, nor could they readily explain the overall content and character of biology. Educational Researcher, 27, 12-21. (2000). (1994). A survey of students, teachers, and volunteers yielded positive results. Rethinking laboratories. Zip. In E. Hegarty-Hazel (Ed. The research comprised both quantitative and qualitative approaches. Washington, DC: National Academy Press. It is necessary even to lead students in activities designed to verify existing scientific knowledge. Committee on Science and Mathematics Teacher Preparation, Center for Education. Active learning opportunities focused on analysis of teaching and learning. They also concluded that longer term interventions13 weeks in this caseresult in some change in the instructional strategies teachers use. National Research Council. Portsmouth, NH: Heinemann. 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). Welcome to the Science Education Partnership. 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). Hanusek, E., Kain, J., and Rivkin, S. (1999). School administrators can take several approaches to providing time for this type of ongoing discussion and reflection that supports student learning during laboratory experiences. In M.D. 357-382). 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. Providing Expert Assistance to Schools and Teachers. Does teacher certification matter? 1 Introduction, History, and Definition of Laboratories, 3 Laboratory Experiences and Student Learning, 5 Teacher and School Readiness for Laboratory Experiences, 7 Laboratory Experiences for the 21st Century, APPENDIX A Agendas of Fact-Finding Meetings, APPENDIX B Biographical Sketches of Committee Members and Staff. 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). Teachers need to use data drawn from conversations, observations, and previous student work to make informed decisions about how to help them move toward desired goals. The available evidence indicates that the current science teaching workforce lacks the knowledge and skills required to lead a range of effective laboratory experiences. However, an analysis of national survey data indicates that teachers in block schedules do not incorporate more laboratory experiences into their instruction (Smith, 2004). DeSimone and others conducted a three-year longitudinal study of professional development in science and mathematics provided by school districts. Presentation to the NRC Committee on High School Science Laboratories, March 29, Washington, DC. 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. 6. Participant teachers were also interviewed. It means figuring out what students comprehend by listening to them during their discussions about science. Lee, O. Harlen, W. (2000). The investigators found that professional development focused. A research agenda. Constructivist approaches to science teaching. Periodic checks indicated that the science internship helped teachers improve their understanding of [the nature of science] and [science inquiry]. (2004). (1990). (2004). 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). The degree to which teachers themselves have attained the goals we speak of in this report is likely to influence their laboratory teaching and the extent to which their students progress toward these goals. Center for Education. To determine the current role of laboratory schools in the United States, the 123 existing laboratory schools were surveyed. Washington, DC: National Academy Press. What is the current status of labs in our nations high schools as a context for learning science? As (2004). 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. Erroneous ideas about respiration: The teacher factor. 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. What can they contribute to science learning? Providing more focused, effective, and sustained professional development activities for more science teachers requires not only substantial financial resources and knowledge of effective professional development approaches, but also a coherent, coordinated approach at the school and district level. A focus on deepening teachers knowledge of science or mathematics. The functions of the laboratory teaching assistant are to provide instruction, supervision, and assistance, as required, to the students in his/her section. They lock up all the reagents and unplug all electrical equipment to minimize the chances of accidents and fires. To date, over 400 RE-SEED volunteers have worked with schools in 10 states. Pomeroy, D. (1993). (2004). Why staying ahead one chapter doesnt really work: Subject-specific pedagogy. View our suggested citation for this chapter. Driver, R. (1995). Clearly, their preservice experiences do not provide the skills and knowledge needed to select and effectively carry out laboratory experiences that are appropriate for reaching specific science learning goals for a given group of students. 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. Cobus van Breda was born and schooled in Windhoek, Namibia. Since the 19th century, when schools began to teach science systematically, the laboratory has become a distinctive feature of chemistry learning. 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). Understanding cellular respiration: An analysis of conceptual change in college biology. 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. (1994). Research on teachers using a science curriculum that integrates laboratory experiences into the stream of instruction indicates that repeated practice with such a curriculum, as well as time for collaboration and reflection with professional colleagues, leads teachers to shift from focusing on laboratory procedures to focusing on science learning goals (Williams, Linn, Ammon, and Gearheart, 2004). Supporting classroom discussions may be particularly challenging for teachers who work with a very diverse student population in a single classroom, or those who have a different cultural background from their students (see Tobin, 2004). Laboratory training is also frequently used to develop skills necessary for more advanced study or research. 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. Properly designed laboratory investigations should: have a definite purpose that is communicated clearly to students; focus on the processes of science as a way to convey content; incorporate ongoing student reflection and discussion; and enable students to develop safe and conscientious lab habits and procedures (NRC 2006, p. 101-102). 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. Tobin, K.G. 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. This is knowledge drawn from learning theory and research that helps to explain how students develop understanding of scientific ideas. Washington, DC: American Psychological Association. little information is available on the effectiveness of these efforts. Formative assessment, that is, continually assessing student progress in order to guide further instruction, appears to enhance student attainment of the goals of laboratory education. Atkin and J.E. A student lab assistant ensures that students do not practice any unsafe behaviors in the lab. Boys and girls in the performance-based classroom: Whos doing the performing? Tobin (Eds. One theme that emerges from such research is that the content knowledge gained from undergraduate work is often superficial and not well integrated. Washington, DC: Brookings Institution. Smith, S. (2004). Catley, K. (2004). (1997). For example, teachers realized that there is no unique method called the scientific method, after comparing the methods used in different labs, such as a biochemistry lab, engineering lab, and zoos. American Association of Physics Teachers. 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. 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). 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. The inequities in the availability of academically prepared teachers may pose a serious challenge to minority and poor students progress toward the. 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. Do you want to take a quick tour of the OpenBook's features? 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. Gamoran, A. National Center for Education Statistics. 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. Available at: http://www.nces.ed.gov/programs/coe/2004/section4/indicator24.asp [accessed Feb. 2005]. Volkmann, M., and Abell, S. (2003). It is ultimately the role of Laboratory Assistant to facilitate the safe and efficient delivery of the curriculum designed by the teacher. The changing nature of work: Implications for occupational analysis. 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. They appeared to have little understanding of the field writ large. Science Educator, 12(1), 1-9. Their previous, closely prescribed laboratory experiences had not helped them to understand that there are many different ways to effect a particular chemical transformation. 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. American Educational Research Journal 35(3), 477-496. 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. (1986). It was also clear that teachers enhanced their understanding of science subject matter specific to the lab they experienced. The effects of professional development on science teaching practices and classroom culture. Paper prepared for the Committee on High School Science Laboratories: Role and Vision, June 3-4, National Research Council, Washington, DC. With the support of the Howard Hughes Medical Institute (HHMI), several medical colleges and research institutions provide laboratory-based science experiences for science teachers and their students. However, the undergraduate education of future science teachers does not currently prepare them for effective laboratory teaching. Life in science laboratory classrooms at the tertiary level. (1996). However, formulating such questions can be difficult (National Research Council, 2001a, 2001b). Marjolein Dobber a. , Rosanne Zwart b. , Marijn Tanis a b 1. , Bert van Oers a. Shared teacher planning time may be a critical support for improved laboratory teaching, because of the unique nature of laboratory education. Culturally adaptive teaching and learning science in labs. Respecting childrens own ideas. In M.C. Available at: http://www7.nationalacademies.org/bose/March_29-30_2004_High_School_Labs_Meeting_Agenda.html [accessed Oct. 2005]. Knowledge of childrens mental and emotional development, of teaching methods, and how best to communicate with children of different ages is essential for teachers to help students build meaning based on their laboratory experiences. 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. Cognition and Instruction, 15(4), 485-529. 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). Evaluating the evidence on teacher certification: A rejoinder. For example, Western science promotes a critical and questioning stance, and these values and attitudes may be discontinuous with the norms of cultures that favor cooperation, social and emotional support, consensus building, and acceptance of the authority (p. 470). What changes need to be made to improve laboratory experiences for high school students? Transforming teaching in math and science: How schools and districts can support change. Beyond process. 4.8. In these discussions, the teacher helps students to resolve dissonances between the way they initially understood a phenomenon and the new evidence. 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). They need to carefully consider written work and what they observe while students engage in projects and investigations. Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. 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 Coffey, Everyday assessment in the science classroom (pp. In M.C. Teachers design and carry out an open-ended field research project, of their own choosing. (2004). International Journal of Science Education 22(7), 665-701. Minstrell, J., and van Zee, E.H. (2003). Designing professional development for teachers of science and mathematics. Register for a free account to start saving and receiving special member only perks. A supportive school administration could help teachers overcome their isolation and learn from each other by providing time and space to reflect on their laboratory teaching and on student learning in the company of colleagues (Gamoran, 2004). Cambridge, MA: Harvard University Press. van Zee, E., and Minstrell, J. the photo below). Most states do not regulate the quality and content of professional development required for renewal of teaching certificates (Hirsch, Koppich, and Knapp, 2001). ), The student laboratory and the curriculum (pp. 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). 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. Younger workers in a variety of occupations change jobs more frequently than their older counterparts (National Research Council, 1999). In 1999-2000, 39.4 percent of all physics teachers in public high schools had neither a major nor a minor in physics, 59.9 percent of all public high school geology teachers lacked a major or minor in geology, 35.7 percent of chemistry teachers lacked a major or minor in that field, and 21.7 percent of biology teachers had neither a major nor a minor in biology (National Center for Education Statistics, 2004). One study found that schools that provide more support to new teachers, including such professional development activities as induction and mentoring, have lower turnover rates (Ingersoll, 2003, p. 8). Presentation to the Committee on High School Science Laboratories: Role and Vision, July 12-13, National Research Council, Washington, DC. After receiving his BEd and MEd degrees from the same university in 1985 and 1986 respectively he started his teaching career as Mathematics and Science teacher in 1989 at Windhoek High . 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. Fred Hutchinson Cancer Research Center. Active assessment for active learning. laboratory as well as for the laboratory use in science teaching. ), Internet environments for science education. The organization and structure of most high schools impede teachers and administrators ongoing learning about science instruction and the implementation of quality laboratory experiences. The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. However, the students were surprised that methods taken from the literature did not always work. Introduction The laboratory in the school has been defined by several authors in different ways. Pre-service education and in-service professional development for science teachers rarely address laboratory experiences and do not provide teachers with the knowledge and skills needed to lead laboratory experiences. ), Faculty development for improving teacher preparation (pp. Only a few high school students are sufficiently advanced in their knowledge of science to serve as an effective scientific community in formulating such questions. 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. Its the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. when studying aspects of biology . To make these choices, they must be aware not only of their own capabilities, but also of students needs and readiness to engage in the various types of laboratory experiences. Some individual teachers told our committee that they did not have adequate preparation and cleanup time. The paraprofessional would help with setup, cleanup, community contacts, searching for resources, and other types of support (National Science Teachers Association, 1990). (1996). Journal of Chemical Education, 75(1), 100-104. As we have discussed, teachers face an ongoing tension between allowing students greater autonomy in the laboratory and guiding them toward accepted scientific knowledge. Project ICAN: Inquiry, Context, and Nature of Science. International Journal of Science Education, 18(7), 775-790. The Fermi National Accelerator Laboratory has provided professional development programs for science teachers for several years (Javonovic and King, 1998). Priestley, W., Priestley, H., and Schmuckler, J. Teachers require deep conceptual knowledge of a science discipline not only to lead laboratory experiences that are designed according to the research, but also to lead a full range of laboratory experiences reflecting the range of activities of scientists (see Chapter 1). Among the volunteers, 97 percent said they would recommend RE-SEED to a colleague, and most said that the training, placement in schools, and support from staff had made their time well spent (Zahopoulos, 2003). This chapter describes some of the factors contributing to the weakness of current laboratory experiences. (1995). In an ideal world, administrators would provide adequate laboratory space and time to allow students to continue investigations over several weeks or months, and they would also provide time for students to work outside regular school hours. Seeking more effective outcomes from science laboratory experiences (Grades 7-14): Six companion studies. The design of this professional development program incorporated the principle of integrating laboratory experiences into the stream of instruction and the goal of providing a full range of laboratory experiences, including opportunities for students to participate in developing research questions and procedures. Fulfilling the promise: Biology education in the nations schools. 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. Time constraints can also discourage teachers from the challenges of setting up and testing laboratory equipment and materials. U.S. Department of Education. Journal of Science Education and Technology, 4(2), 103-126. (1998). Final report on the evaluation of the National Science Foundations Instructional Materials Development Program.

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