America's Lab Report Investigations in High School Science (2006) / Chapter Skim
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7 Laboratory Experiences for the 21st Century
7 Laboratory Experiences for the 21st Century
Pages 193-202
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From page 193... ...
Scientists gather these data through direct observation, manipulation, and experimentation with natural phenomena. Because the subject matter of science is the material world, science
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From page 194... ...
And, while some state and district policies appear to support laboratory experiences, others may hinder the design and implementation of effective laboratory learning experiences. The committee has identified science standards and assessments as two key policy drivers that shape the role of laboratory experiences in science education.
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From page 195... ...
We refer to these instructional sequences including laboratory experiences as "integrated instructional units." The earlier body of research, on typical laboratory experiences and the emerging research on integrated instructional units, yield different findings about the effectiveness of laboratory experiences in advancing the goals identified by the committee (see Table 7-1)
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From page 196... ...
Only a few studies have addressed the challenge of implementing -- and studying the effectiveness of -- integrated instructional units on a wide scale. The studies conducted to date indicate that the laboratory experiences and other forms of instruction included in these units show greater effectiveness for these same three goals (compared with students who received more traditional forms of science instruction)
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From page 197... ...
The emerging research on the uses of technology to support laboratory experiences reveals a promising avenue for both research and practice, particularly for its potential to allow students access to otherwise inaccessible phenomena. CURRENT HIGH SCHOOL LABORATORY EXPERIENCES Analysis of current classroom practice shows that high school students' current laboratory experiences rarely follow the design principles we have identified.
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From page 198... ...
The design principles and goals offer a framework for reevaluating undergraduate science education for teachers, just as they can advance laboratory experiences in elementary and secondary schools settings. In addition, as state policy makers and district and school administrators be gin to give more explicit and coherent attention to laboratory experiences, they can also supply the tools and support teachers need to provide high quality laboratory experiences.
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From page 199... ...
The challenge of meeting the needs of students in cost-effective ways places great pressure on schools to reevaluate the apparently more expensive features of education, such as high school science laboratories. Although more recent research has illuminated the design principles to guide improvement in laboratory teaching and learning, studies of the possibilities and challenges associated with scaling up promising approaches are in the early stages.
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From page 200... ...
4. School organization for effective laboratory teaching -- What organi zational arrangements (state and district policy, funding priorities and allo cation of resources, professional development, textbooks, emerging tech nologies, and school and district leadership)
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From page 201... ...
By applying principles of instructional design derived from ongoing research, science educators can begin to more effectively integrate laboratory experiences into the science curriculum. The definition, goals, design principles, and findings of this report offer an organizing framework to begin the difficult work of designing laboratory experiences for the 21st century.
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