Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? 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. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum�and how that can be accomplished.
Table of Contents |
skim chapter | |
|---|---|---|
| Front Matter | i-xviii | |
| Executive Summary | 1-12 | |
| 1 Introduction, History, and Definition of Laboratories | 13-41 | |
| 2 The Education Context | 42-74 | |
| 3 Laboratory Experiences and Student Learning | 75-115 | |
| 4 Current Laboratory Experiences | 116-137 | |
| 5 Teacher and School Readiness for Laboratory Experiences | 138-167 | |
| 6 Facilities, Equipment, and Safety | 168-192 | |
| 7 Laboratory Experiences for the 21st Century | 193-202 | |
| APPENDIX A Agendas of Fact-Finding Meetings | 203-214 | |
| APPENDIX B Biographical Sketches of Committee Members and Staff | 215-220 | |
| Index | 221-236 | |
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