3 Laboratory Experiences and Student Learning America's Lab Report Investigations in High School Science The National Academies Press

2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… America's Lab Report: Investigations in High School Science America's Lab Report: Investigations in High School Science (2006) × Chapter: 3 Laboratory Experiences and StudentLaboratory Learningexperiences as a part of most U.S. high  school science curricula have been taken for granted Buy Paperback | $49.95 for decades, but they have rarely been carefully contribute toascience Visit NAP.edu/10766 to get more information about this book,examined. to buy it inWhat print,do or they to download it as free PDF. learning? What can they contribute to science learning? What is the current status of labs in our Buy Ebook | $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools:  MyNAP members save 10% online. Login or Register to save! What is e ective laboratory teaching? 3 What does research tell us about learning in high school science labs? Laboratory Experiences Student How and should student learning in laboratory experiences be assessed? LearningDo all student have access to laboratory Download Free PDF experiences? What changes need to be made to improve laboratory experiences for high school Key Points students? How can school organization contribute to e ective laboratory teaching? The science learning goals of laboratory experiences With increased attentioninclude to the U.S. education system and student outcomes, no part of the enhancing mastery of science subject matter, developing high school curriculum should escape scrutiny. scienti c reasoning abilities, increasing understanding the that This timely book investigatesof factors in uence a high school laboratory experience, complexity and ambiguity of empirical work, developing looking closely at what currently takes place practical skills, increasing understanding of the nature of and what the goals of those experiences are science, cultivating interest in science and should and science be. Science learning, educators, school administrators, policy makers, and parents will and improving teamwork abilities. all bene t from a better understanding of the The research suggests that laboratory experiences will be more need for laboratory experiences to be an integral part of the science curriculumï¿½and likely to achieve these goals if they (1) are designed with clear how that can be accomplished. learning outcomes in mind, (2) are thoughtfully sequenced into the ow of classroom science instruction, (3) integrate learning of science content and process, and (4) incorporate ongoing student re ection and discussion. Computer-based representations and simulations of natural phenomena and large scienti c databases are more likely to be effective if they are integrated into a thoughtful sequence of classroom science instruction that also includes laboratory experiences. https://www.nap.edu/read/11311/chapter/5#81 1/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… America's Lab Report: Investigations in High School Science × In this chapter, the committee rst identi es and clari es the learning goals of laboratory experiences and then discusses research evidence on Laboratory experiences as a part of most U.S. high school science curricula have draws been taken granted attainment of thoseBuy goals. The review of research evidence onforthree Paperback | $49.95 for decades, but they have rarely been carefully major strands of research: (1) cognitive research illuminating how students examined. What do they contribute to science learn; (2) studies that examine laboratory experiences that standtoalone, learning? What can they contribute science learning? What is the current status of labs in our separate from the Buy ow of classroom science instruction; and (3) research Ebook | $39.99 nationï¿½s high schools as a context for learning projects that sequence laboratory experiences with ofquestions science science? This book other looks at forms a range of about   how laboratory experiences t into U.S. high schools: instruction.1 We propose the save phrase “integrated instructional units” to MyNAP members 10% online. and design projectsWhat describe these research thatis integrate laboratory e ective laboratory teaching? What does research tell us about learning in Login or Register to experiences within a sequence of science instruction. In the following high school science labs? save! section of this chapter, we present design principles for laboratory How should student learning in laboratory experiences be assessed? experiences derived from our analysis of these multiple strands of research Do all student have access to laboratory Download Free PDF and suggest that laboratory experiences designed according to these experiences? What changes need to be madewe to improve principles are most likely to accomplish their learning goals. Next laboratory experiences for high school consider the role of technology in supporting student learning from students? How can school organization contribute to laboratory experiences. The chapter concludes with a summary. e ective laboratory teaching? 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 in uence a high school laboratory experience, Laboratories have been purported to promote a number of goals for looking closely at what currently takes place students, most of which are also the goals ofand science generalare what the education goals of those in experiences be. Sciencecommissioned educators, school (Lunetta, 1998; Hofstein and Lunetta, 1982). and Theshould committee administrators, policy makers, and parents will a paper to examine the de nition and goals all ofbene laboratory experiences t from a better understanding of the need for laboratory experiences (Millar, 2004) and also considered research reviews on laboratory to be an integral part of the science curriculumï¿½and education that have identi ed and discussedhow learning goals (Anderson, that can be accomplished. GOALS FOR LABORATORY EXPERIENCES 1976; Hofstein and Lunetta, 1982; Lazarowitz and Tamir, 1994; Shulman and Tamir, 1973). While these inventories of goals vary somewhat, a core set remains fairly consistent. Building on these commonly stated goals, the committee developed a comprehensive list of goals for or desired outcomes of laboratory experiences: Enhancing mastery of subject matter. Laboratory experiences may enhance student understanding of speci c scienti c facts and https://www.nap.edu/read/11311/chapter/5#81 2/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × concepts and of the way in which these facts and concepts are in the scienti c disciplines. America'sorganized Lab Report: Investigations in High School Science Developing scienti c reasoning. Laboratory experiences may promote a student’s ability to identify questions and concepts that guide scienti c Laboratory experiences as a part of most U.S. high 1 school science curricula have been taken for granted Buy Paperback | $49.95  decades, but theylearn have rarely been carefully There is a larger body of research onfor how students science that is examined. What do they contribute to science not considered in depth here because the committee’s focus istoscience learning? What can they contribute science learning? What is the current status of labs in our learning throughBuy laboratory The larger body of research is Ebook experiences. | $39.99 nationï¿½s high schools as a context for learning discussed in the National Research Council (2005) report, How Students science? This book looks at a range of questions about how laboratory experiences into U.S. high schools: Learn: Science in the Classroom; it is also considered in ant ongoing MyNAP members save National Research Council study of science learning in grades K-8. 10% online. What is e ective laboratory teaching?  Login or Register to save! What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory investigations;Download to designFree andPDF conduct scienti c investigations; to experiences? develop and revise scienti c explanations and models; to recognize What changes need to be made to improve laboratory experiences high school and analyze alternative explanations and models; and toformake and students? defend a scienti c argument. Making a scienti c argument includes How can school organization contribute to such abilities as writing, reviewing information, usingteaching? scienti c e ective laboratory With increased attention to the U.S. education language appropriately, constructing a reasoned argument, and system and student outcomes, no part of the responding to critical comments. high school curriculum should escape scrutiny. This timely book investigates factors that in uenceof a high school laboratory Understanding the complexity and ambiguity empirical work. experience, looking closely at what currently takes place Interacting with the unconstrained environment of the material world and what the goals of those experiences are and should be. Science educators, school in laboratory experiences may help students concretely understand administrators, policy makers, and parents will the inherent complexity and ambiguityallofbene natural phenomena. t from a better understanding of the need for laboratory experiences to be an Laboratory experiences may help students learn to address the integral part of the science curriculumï¿½and challenges inherent in directly observing and manipulating the how that can be accomplished. material world, including troubleshooting equipment used to make observations, understanding measurement error, and interpreting and aggregating the resulting data. Developing practical skills. In laboratory experiences, students may learn to use the tools and conventions of science. For example, they may develop skills in using scienti c equipment correctly and safely, making observations, taking measurements, and carrying out wellde ned scienti c procedures. https://www.nap.edu/read/11311/chapter/5#81 3/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Understanding of the nature of science. Laboratory experiences may understand the valuesSchool and assumptions America'shelp Labstudents Report: to Investigations in High Science inherent in the development and interpretation of scienti c knowledge, such as the idea that science is a human endeavor that seeks to understand the material world and that scientiLaboratory c theories, models, and experiences as a part of most U.S. high school scienceof curricula have been taken for granted Buy Paperback $49.95 explanations change over time|on the basis new evidence. for decades, but they have rarely been carefully Cultivating interest in science andexamined. interestWhat in learning science. As a do they contribute to science learning? What can they contribute to science result of laboratory experiences that make science “come alive,” learning? What is the current status of labs in our Ebook | $39.99 students may Buy become interested in learning more about science and nationï¿½s high schools as a context for learning see it as relevant to everyday life. science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: MyNAP members save Laboratory experiences may also Developing teamwork abilities. online. ability to collaborate Whateffectively is e ective laboratory teaching?in promote10% a student’s with others What does research tell us about learning in Login or Register to carrying out complex tasks, to share the work of the task, to assume high school science labs? save! different roles at different times, and toHow contribute and respond to should student learning in laboratory experiences be assessed? ideas.   Do all student have access to laboratory experiences? Although most of these goals were derived from previous onimprove What changes need research to be made to laboratory experiences for high school laboratory experiences and student learning, the committee identi ed the students? new goal of “understanding the complexity and ambiguity of empirical How can school organization contribute to e ective laboratory teaching? work” to re ect the unique nature of laboratory experiences. Students’ With increased attention to the U.S. education direct encounters with natural phenomena system in laboratory science courses and student outcomes, no part of the high school curriculum should escape are inherently more ambiguous and messy than the representations of scrutiny. This timely book investigates factors that these phenomena in science lectures, textbooks, and mathematical in uence a high school laboratory experience, formulas (Millar, 2004). The committee thinks that developing students’ looking closely at what currently takes place and what the goals offor those experiences are ability to recognize this complexity and develop strategies sorting and should be. Science educators, school through it is an essential administrators, policy makers, and parents will all bene t from a better understanding of the need for laboratory experiences to be an integral part of the science curriculumï¿½and goal of laboratory experiences. Unlike the other goals, coincide with how that can bewhich accomplished. Download Free PDF the goals of science education more broadly and may be advanced through lectures, reading, or other forms of science instruction, laboratory experiences may be the only way to advance the goal of helping students understand the complexity and ambiguity of empirical work. RECENT DEVELOPMENTS IN RESEARCH AND DESIGN OF LABORATORY https://www.nap.edu/read/11311/chapter/5#81 4/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… EXPERIENCES America's Lab Report: Investigations in High School Science × In reviewing evidence on the extent to which students may attain the goals of laboratory experiences listed above, the committee identi ed a recent shift in the research. Historically, laboratory experiences Laboratory experiences ashave a part been of most U.S. high school science curricula have taken for granted Paperback $49.95 separate from the Buy ow of classroom|science instruction andbeen often lacked for decades, but they have rarely been carefully clear learning goals. Because this approach remains today, we examined. What docommon they contribute to science What can they contribute to science refer to these isolated interactions withlearning? natural phenomena as “typical”   learning? What is the current status of labs in our Buy Ebook | $39.99 2 Re ecting laboratory experiences. thisnationï¿½s separation, researchers high schools as a contextoften for learning science? This book looks at a range of questions about engaged students in one or two experiments or other science activities how laboratory experiences t into U.S. high schools: MyNAP members save to determine whether their and then conducted assessments 10% What is ethe ective laboratory teaching? understanding of online. the science concept underlying activity had What does research tell us about learning in Login or Register to increased. Some studies directly compared measures of student learning high school science labs? save! How should student learning in laboratory following laboratory experiences with measures of student learning experiences be assessed? following lectures, discussions, videotapes, or other methods of science Do all student have access to laboratory Download Free PDF instruction in an effort to determine which experiences? modes of instruction were What changes need to be made to improve most effective. laboratory experiences for high school Over the past 10 years, some researchers students? have shifted their focus. How can school organization contribute to Assuming that the study of the natural world requires opportunities to e ective laboratory teaching? directly encounter that world, investigators With areincreased integrating laboratory attention to the U.S. education systeminstructional and student outcomes, no part ofin the experiences and other forms of instruction into sequences high school curriculum should escape scrutiny. order to help students progress toward science learning goals. These This timely book investigates factors that in uence high school studies draw on principles of learning derived froma the rapidlaboratory growthexperience, in looking closely at what currently takes place knowledge from cognitive research to address the question of how to and what the goals of those experiences are and should be. Science educators, school design science instruction, including laboratory experiences, in order to administrators, policy makers, and parents will support student learning. all bene t from a better understanding of the Given the complexity of these teaching and learning sequences, need for laboratory experiencesthe to be an integral part of the science curriculumï¿½and committee struggled with how best to describe them. Initially, the how that can be accomplished. committee used the term “science curriculum units.” However, that term failed to convey the importance of integration in this approach to sequencing laboratory experiences with other forms of teaching and learning. The research reviewed by the committee indicated that these curricula not only integrate laboratory experiences in the ow of science instruction, but also integrate 2 In Chapter 4, we argue that most U.S. high school students currently engage in these typical laboratory experiences. https://www.nap.edu/read/11311/chapter/5#81 5/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × student learning about both the concepts and processes of science. To re ect these aspects of the new approach, the committee settled on the term “integrated instructional units” in this report. The following sections brie y describe principles of learning derived Laboratory experiences as a part of most U.S. high from recent research in the cognitive sciences and theirhave application in granted school science curricula been taken for Buy Paperback | $49.95 design of integrated instructional units.for decades, but they have rarely been carefully America's Lab Report: Investigations in High School Science  examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: Principles Learning Informing Integrated Ebook |  Buy of Instructional Units MyNAP save of integrated instructional units that Recent research andmembers development 10% online. What is e ective laboratory teaching? incorporate laboratory experiences are based on a large and growing body What does research tell us about learning in Login or Register to of cognitive research. This research has led high to development of a coherent school science labs? save! How shouldthat student learning in laboratory and multifaceted theory of learning that recognizes prior knowledge, experiences be assessed? context, language, and social processes playDo critical roles cognitive all student have in access to laboratory Download Free PDF experiences? development and learning (National Research Council, 1999). Taking each What changes need to be made to improve of these factors into account, the National Research Council for (NRC) report laboratory experiences high school students? that support effective How People Learn identi es four critical principles How can school organization contribute to learning environments (Glaser, 1994; National Research Council, 1999), and e ective laboratory teaching? a more recent NRC report, How Students Learn, considers these principles With increased attention to the U.S. education system and student outcomes, no part of the as they relate speci cally to science (National Research Council, 2005). high school curriculum should escape scrutiny. These four principles are summarized below. This timely book investigates factors that in uence 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 The emerging integrated instructional unitsallare designed to be learnerbene t from a better understanding of the need for laboratory centered. This principle is based on research showing thatexperiences effectiveto be an integral part of the science curriculumï¿½and instruction begins with what learners bring to the setting, including how that can be accomplished. Learner-Centered Environments cultural practices and beliefs, as well as knowledge of academic content. Taking students’ preconceptions into account is particularly critical in science instruction. Students come to the classroom with conceptions of natural phenomena that are based on their everyday experiences in the world. Although these conceptions are often reasonable and can provide satisfactory everyday explanations to students, they do not always match scienti c explanations and break down in ways that students often fail to notice. Teachers face the challenge of engaging with these intuitive ideas, some of which are more rmly rooted than others, in order to help https://www.nap.edu/read/11311/chapter/5#81 6/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × students move toward a more scienti c understanding. In this way, understanding scienti c knowledgeinoften a change in—not just an America's Lab Report: Investigations Highrequires School Science addition to—what students notice and understand about the world (National Research Council, 2005). Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted Buy Paperback | $49.95 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 Buy Ebook | $39.99 nationï¿½s high schools as a context for learning The developing integrated instructionalscience? unitsThis arebook based lookson at a the rangeprinciple of questions about how laboratory experiences t into U.S. high schools: that learning is enhanced when the environment is knowledge-centered.  Knowledge-Centered Environments  MyNAP members save That is, the laboratory instruction included in 10% online.experiences and other What is e ective laboratory teaching? What doesstudents research telllearn us about learning in Login or Register integrated instructional unitstoare designed to help with high school science labs? save! understanding, rather than simply acquiring sets of disconnected facts and How should student learning in laboratory experiences be assessed? skills (National Research Council, 1999). Do all student have access to laboratory Download Free PDF with which In science, the body of knowledge students must engage experiences? What changes need to be improve includes accepted scienti c ideas about natural phenomena asmade welltoas an laboratory experiences for high school understanding of what it means to “do science.” These two aspects of students? science are re ected in the goals of laboratory which include How experiences, can school organization contribute to laboratory teaching? mastery of subject matter (accepted scienti e cective ideas about phenomena) and With increased attention to the U.S. education several goals related to the processes of science the system(understanding and student outcomes, no part of the high school curriculum should escape scrutiny. complexity of empirical work, development of scienti c reasoning). This timely book investigates factors that Research on student thinking about scienceinshows progression of ideas uence aahigh school laboratory experience, looking closely at what currently takes place about scienti c knowledge and how it is justi ed. At the rst stage, and what the goals of those experiences are students perceive scienti c knowledge as right or wrong. Later, students and should be. Science educators, school policy makers, and parents will characterize discrepant ideas and evidence administrators, as “mere opinion.” Eventually, all bene t from a better understanding of the students recognize scienti c knowledge as being justi ed by evidence need for laboratory experiences to be an derived through rigorous research. Several studies have that a large integral part of theshown science curriculumï¿½and how that can be accomplished. proportion of high school students are at the rst stage in their views of scienti c knowledge (National Research Council, 2005). Knowledge-centered environments encourage students to re ect on their own learning progress (metacognition). Learning is facilitated when individuals identify, monitor, and regulate their own thinking and learning. To be effective problem solvers and learners, students need to determine what they already know and what else they need to know in any given situation, including when things are not going as expected. For example, students with better developed metacognitive strategies will abandon an https://www.nap.edu/read/11311/chapter/5#81 7/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × unproductive problem-solving strategy very quickly and substitute a more productive one, whereas students with lessSchool effective metacognitive skills America's Lab Report: Investigations in High Science will continue to use the same strategy long after it has failed to produce results (Gobert and Clement, 1999). The basic metacognitive strategies include: (1) connecting new informationLaboratory to former knowledge, selecting experiences as a part (2) of most U.S. high school science curricula been taken for granted Paperback $49.95 thinking strategies Buy deliberately, and|(3) monitoring one’shave progress during for decades, but they have rarely been carefully problem solving. examined. What do they contribute to science What which can they may contribute to science A nal aspect of knowledge-centeredlearning? learning, be particularly learning? What is the current status of labs in our Buyinstructional Ebook | $39.99 relevant to integrated units, is that the practices and nationï¿½s high schools as a context for learning This book looks at a range questions about activities in which people engage whilescience? learning shape what theyoflearn. how laboratory experiences t into U.S. high schools: save Transfer (theMyNAP ability members to apply learning in varying situations) is made 10% online. What is e ective laboratory teaching? possible to the extent that knowledge and learning are grounded in What does research tell us about learning in Login or Register to multiple contexts. Transfer is more dif cult when a concept is taught in a high school science labs? save! limited set of contexts or through a limited How set of activities. By in laboratory should student learning experiences be assessed? encountering the same concept at work in multiple contexts (such as in Do all student have access to laboratory Download Free PDF laboratory experiences and in discussion), experiences?   What changes need to be made to improve laboratory experiences for high school students? students can develop a deeper understanding the concept andcontribute how it to Howof can school organization ective laboratory teaching? can be used as well as the ability to transferewhat has been learned in one With increased attention to the U.S. education context to others (Bransford and Schwartz, system 2001).and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that in uence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are Another important principle of learning thatand has informed development of should be. Science educators, school administrators, makers, and parents will integrated instructional units is that assessment can bepolicy used to support all bene t from a better understanding of the learning. Cognitive research has shown that feedback is fundamental to need for laboratory experiences to be an learning, but feedback opportunities are scarce inpart most classrooms. This integral of the science curriculumï¿½and how that can be accomplished. Assessment to Support Learning research indicates that formative assessments provide students with opportunities to revise and improve the quality of their thinking while also making their thinking apparent to teachers, who can then plan instruction accordingly. Assessments must re ect the learning goals of the learning environment. If the goal is to enhance understanding and the applicability of knowledge, it is not suf cient to provide assessments that focus primarily on memory for facts and formulas. The Thinkertools science instructional unit discussed in the following section incorporates this https://www.nap.edu/read/11311/chapter/5#81 8/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… principle, including formative self-assessment tools that help students advance toward several of the goalsinofHigh laboratory America's Lab Report: Investigations Schoolexperiences. Science Community-Centered Environments × Laboratory experiences as a part of most U.S. high school science have beensetting, taken for granted Buy Paperback $49.95 Research has shown that learning is|enhanced in acurricula community for decades, but they have rarely been carefully when students and teachers share norms that What value examined. doknowledge they contributeand to science learning? Whatincrease can they contribute to science participation (see Cobb et al., 2001). Such norms people’s learning? What is the current status of labs in our Buy Ebookto | interact, $39.99 receive feedback, and learn. opportunities and motivation nationï¿½s high schools as a context for learning science? This bookopportunities looks at a range of to questions about Learning is enhanced when students have multiple how laboratory experiences t into U.S. high schools:   MyNAP articulate their ideasmembers to peerssave and to hear and discuss others’ ideas. A 10% online. What is e not ectivebe laboratory teaching? community-centered classroom environment may organized in What does research tell us about learning in Login or Register to traditional ways. For example, in science classrooms, the teacher is often high school science labs? save! the sole authority and arbiter of scienti c knowledge, placing students in a How should student learning in laboratory experiences be assessed? relatively passive role (Lemke, 1990). Such an organization may promote Do all student have access to laboratory Download Free PDF students’ view that scienti c knowledge is aexperiences? collection of facts about the What changesto need to be made to improve world, authorized by expert scientists and irrelevant students’ own laboratory experiences for high school experience. The instructional units discussed below have attempted to students? How can school contribute to restructure the social organization of the classroom andorganization encourage e ective laboratory teaching? students and the teacher to interact and learn from each other. 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 in uence a high school laboratory experience, The learning principles outlined above havelooking begun to inform design of closely at what currently takes place and what the goals of those experiences integrated instructional units that include laboratory experiences with are and should be. Science educators, school other types of science learning activities. These integrated instructional administrators, policy makers, and parents will units were all bene t from a better understanding of the need for laboratory experiences to be an integral part of the science curriculumï¿½and how that can be accomplished. Design of Integrated Instructional Units developed through research programs that tightly couple research, design, and implementation in an iterative process. The research programs are beginning to document the details of student learning, development, and interaction when students are given systematic support—or scaffolding—in carefully structured social and cognitive activities. Scaffolding helps to guide students’ thinking, so that they can gradually take on more autonomy in carrying out various parts of the activities. Emerging research on these integrated instructional units provides guidance about how to design effective learning environments for real-world educational settings (see https://www.nap.edu/read/11311/chapter/5#81 9/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Linn, Davis, and Bell, 2004a; Cobb et al., 2003; Design-Based Research Collective, America's Lab 2003). Report: Investigations in High School Science Integrated instructional units interweave laboratory experiences with other types of science learning activities, including lectures, reading, and discussion. Students are engaged in framing research questions, designing Laboratory experiences as a part of most U.S. high schoolanalyzing science curricula have been taken for granted Buy Paperback | $49.95 and executing experiments, gathering and data, and constructing for decades, but they have rarely been carefully arguments and conclusions as they carry out investigations. Diagnostic, examined. What do they contribute to science learning? can they contribute to scienceand formative assessments are embedded into theWhat instructional sequences learning? What is the current status of labs in our Buy Ebook |developing $39.99 understanding and to promote can be used to gauge student’s nationï¿½s high schools as a context for learning their self-re ection on their thinking. science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: MyNAP members save With respect to laboratory experiences, these instructional units share 10% online. What is e ective laboratory teaching? two key features. The rst is that speci c laboratory experiences are What does research tell us about learning in Login or Register to carefully selected on the basis of research-based ideas of what students high school science labs? save! are likely to learn from them. For example, any How particular should studentlaboratory learning in laboratory experiences be assessed? activity is likely to contribute to learning only if it engages students’ Do all student have access to laboratory Download Free PDF current thinking about the target phenomena and is likely to make them experiences? What changes needduring to be made critically evaluate their ideas in relation to what they see theto improve laboratory experiences for high school activity. The second is that laboratory experiences students? are explicitly linked to can school contribute to and integrated with other learning activitiesHow in the unit.organization The assumption e ective laboratory teaching? behind this second feature is that just because students do a laboratory With increased attention to the U.S. education system andthey student outcomes, activity, they may not necessarily understand what have done.no part of the high school curriculum should escape scrutiny. Nascent research on integrated instructional units suggests that both This timely book investigates factors that framing a particular laboratory experience ahead time andlaboratory following it in uenceof a high school experience, looking closely at what currently takes place with activities that help students make sense of the experience are crucial and what the goals of those experiences are in using a laboratory experience to support and science This school should learning. be. Science educators, administrators, policythat makers, and parents will “integration” approach draws on earlier research showing intervention all bene t from a better understanding of the and negotiation with an authority, usually a need teacher, was essential help for laboratory experiencesto to be an integral part of the science curriculumï¿½and students make meaning out of their laboratory activities (Driver, 1995).   how that can be accomplished. Examples of Integrated Instructional Units Scaling Up Chemistry That Applies Chemistry That Applies (CTA) is a 6-8 week integrated instructional unit designed to help students in grades 8-10 understand the law of conservation https://www.nap.edu/read/11311/chapter/5#81 10/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × of matter. Created by researchers at the Michigan Department of America's Lab (Blakeslee Report: Investigations in High School Science Education et al., 1993), this instructional unit was one of only a few curricula that were highly rated by American Assocation for the Advancement of Science Project 2061 in its study of middle school science experiences a part of four most U.S. high curricula (Kesidou and Roseman, 2002).Laboratory Student groups as explore school science curricula have been taken for granted Buy Paperback | $49.95 chemical reactions—burning, rusting, the decomposition water, and the for decades, but they haveof rarely been carefully examined.They What do they contribute to science to volcanic reaction of baking soda and vinegar. cause these reactions learning? What can they contribute to science happen, obtain and record data in individual notebooks, analyze the data, learning? What is the current status of labs in our Buy Ebook | $39.99 nationï¿½s the high schools and use evidence-based arguments to explain data. as a context for learning science? This book looks at a range of questions about The instructional unit engages the students in a carefully structured how laboratory experiences t into U.S. high schools: MyNAP members save sequence of hands-on laboratory investigations interwoven with other 10% online. What is e ective laboratory teaching? forms of instruction (Lynch, 2004). Student understanding is “pressed” What does research tell us about learning in Login or Register to through many experiences with the reactions byscience group and individual highand school labs? save! How should student learning in laboratory pressures to make meaning of these reactions. For example, video experiences be assessed? transcripts indicateDownload that students engaged in talk” during teacher Do“science all student have access to laboratory Free PDF experiences? demonstrations and during student experiments. What changes need to be made to improve Researchers at George Washington University, in experiences a partnership laboratory for highwith school students? Montgomery County public schools in Maryland, are currently conducting How can school organization contribute to a ve-year study of the feasibility of scaling eup effective integrated ective laboratory teaching? With increased attention to the U.S.in education instructional units, including CTA (Lynch, Kuipers, Pyke, and Szesze, system and student outcomes, no part of the press). In 2001-2002, CTA was implemented in ve highly diverse middle high school curriculum should escape scrutiny. schools that were matched with ve comparison schools using traditional This timely book investigates factors that in uence a high school laboratory experience, curriculum materials in a quasi-experimental research design. All 8th looking closely at what currently takes place graders in the ve CTA schools, a total of about 1,500 students, and what the goals of those experiences are should be. Science educators, school participated in the CTA curriculum, while alland 8th graders in the matched administrators, policy makers, and parents will schools used the science curriculum materials normally available. Students all bene t from a better understanding of the need for laboratory experiences to be an were given pre- and posttests. integral part of the science curriculumï¿½and In 2002-2003, the study was replicated inhow thethat same ve pairs of schools. can be accomplished. In both years, students who participated in the CTA curriculum scored signi cantly higher than comparison students on a posttest. Average scores of students who participated in the CTA curriculum showed higher levels of uency with the concept of conservation of matter (Lynch, 2004). However, because the concept is so dif cult, most students in both the treatment and control group still have misconceptions, and few have a exible, fully scienti c understanding of the conservation of matter. All subgroups of students who were engaged in the CTA curriculum— including low-income students (eligible for free and reduced-price meals),   https://www.nap.edu/read/11311/chapter/5#81 11/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × black and Hispanic students, English language learners, and students eligibleLab for Report: special educational services—scored signi cantly higher than America's Investigations in High School Science students in the control group on the posttest (Lynch and O’Donnell, 2005). The effect sizes were largest among three subgroups considered at risk for low science achievement, including Hispanic students, Laboratory experienceslow-income as a part of most U.S. high school science curricula have been taken for granted students, and English learners. Buylanguage Paperback | $49.95 for decades, but they have rarely been carefully Based on these encouraging results, examined. CTA wasWhat scaled upcontribute to include about do they to science learning? What they contribute to science 6,000 8th graders in 20 schools in 2003-2004 andcan 12,000 8th graders in 37 learning? What is the current status of labs in our Buy(Lynch Ebookand | $39.99 schools in 2004-2005 O’Donnell, 2005). nationï¿½s high schools as a context for learning   science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: MyNAP members save 10% online. What is e ective laboratory teaching? What does research tell us about learning in Login or Register toThinkerTools high school science labs? save! How should student learning in laboratory experiences be assessed? The ThinkerTools instructional unit is a sequence of laboratory Do all student have access to laboratory Download Freeactivities PDF experiences and other learning that, in its initial version, yielded experiences? changes need to beof made to improve substantial gains in students’ understandingWhat of Newton’s laws motion laboratory experiences for high school (White, 1993). Building on these positive results, ThinkerTools was students? expanded to focus not only on mastery of these laws of organization motion but also on How can school contribute to e ective laboratory teaching? scienti c reasoning and understanding of the nature of science (White and With increased attention to the U.S. education Frederiksen, 1998). In the 10-week unit, students guided to reno ect onthe system were and student outcomes, part of high school their own thinking and learning while they carry outcurriculum a seriesshould of escape scrutiny. This timely book investigates factors that investigations. The integrated instructional in unit was designed to help them uence a high school laboratory experience, looking at what learn about science processes as well as about theclosely subject ofcurrently force takes and place and what the goals of those experiences are motion. The instructional unit supports students as they formulate and should be. Science educators, school administrators, policy makers, and parents will hypotheses, conduct empirical investigations, work with conceptually all bene t from a better understanding of the analogous computer simulations, and re ne a conceptual model for the need for laboratory experiences to be an phenomena. Across the series of investigations, the integral partintegrated of the science curriculumï¿½and how that can be accomplished. instructional unit introduces increasingly complex concepts. Formative assessments are integrated throughout the instructional sequence in ways that allow students to self-assess and re ect on core aspects of inquiry and epistemological dimensions of learning. Researchers investigated the impact of Thinker Tools in 12 7th, 8th, and 9th grade classrooms with 3 teachers and 343 students. The researchers evaluated students’ developing understanding of scienti c investigations using a pre-post inquiry test. In this assessment, students were engaged in a thought experiment that asked them to conceptualize, design, and think https://www.nap.edu/read/11311/chapter/5#81 12/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × through a hypothetical research study. Gains in scores for students in the re ective classes and control classrooms America's Labself-assessment Report: Investigations in High School Sciencewere compared. Results were also broken out by students categorized as high and low achieving, based on performance on a standardized test conducted before the intervention. Students in the re ective self-assessment classes Laboratory experiences as a part of most U.S. high school scienceskills. curricula havewas been especially taken for granted exhibited greater gains on a test of | investigative This Buy Paperback $49.95 for decades, but they have rarely been carefully true for low-achieving students. The researchers analyzed speci c examined. Whatfurther do they contribute to science What can they contribute to components of the associated scienti clearning? processes—formulation ofscience learning? What is the current status of labs in our Buyan Ebook | $39.99 hypotheses, designing experiment, predicting results, drawing nationï¿½s high schools as a context for learning This those book looks at a range of questions conclusions from made-up results, andscience? relating conclusions back toabout how laboratory experiences t into U.S. high schools: the original hypotheses. Students MyNAP members save in the re ective-self-assessment classes online. What is e laboratory teaching? did better on10% all of these components than those inective control classrooms, What does research tell us about learning in Login or Register to especially on the more dif cult components (drawing conclusions and high school science labs? save! relating them to the original hypotheses). How should student learning in laboratory   experiences be assessed? Do all student have access to laboratory Download Free PDF experiences? What changes need to be made to improve laboratory experiences for high school Beginning in 1980, a large group of technologists, classroom teachers, and students? How can organization contribute to education researchers developed the Computer asschool Learning Partner (CLP) e ective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the shouldand escape scrutiny. integrated instructional unit. Over 10 years, high theschool teamcurriculum developed tested This timely book investigates factors that eight versions of a 12-week unit on thermodynamics. Each year, a cohort of in uence a high school laboratory experience, looking closely at what currently takes place about 300 8th grade students participated in a sequence of teaching and and what the goals of those experiences are learning activities focused primarily on a speci c learning goal—enhancing and should be. Science educators, school administrators, and parents will students’ understanding of the difference between heatpolicy andmakers, temperature all bene t from a better understanding of the (Linn, 1997). The project engaged students in a sequence of laboratory need for laboratory experiences to be an experiences supported by computers, discussions, and other forms of integral part of the science curriculumï¿½and how that can be accomplished. Computer as Learning Partner science instruction. For example, computer images and words prompted students to make predictions about heat and conductivity and perform experiments using temperature-sensitive probes to con rm or refute their predictions. Students were given tasks related to scienti c phenomena affecting their daily lives—such as how to keep a drink cold for lunch or selecting appropriate clothing for hiking in the mountains—as a way to motivate their interest and curiosity. Teachers play an important role in carrying out the curriculum, asking students to critique their own and https://www.nap.edu/read/11311/chapter/5#81 13/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × each others’ investigations and encouraging them to re ect on their own thinking. America's Lab Report: Investigations in High School Science Over 10 years of study and revision, the integrated instructional unit proved increasingly effective in achieving its stated learning goals. Before the sequenced instruction was introduced, onlyexperiences 3 percent middle school Laboratory as aof part of most U.S. high school science between curricula have beenand taken for granted students could adequately explain the difference heat Buy Paperback | $49.95 for decades, but they have rarely been carefully temperature. Eight versions later, about half ofWhat thedo students participating examined. they contribute to science learning? What can they contribute science in CLP could explain this difference, representing a 400 percenttoincrease in learning? What is the current status of labs in our Buy Ebook | 100 $39.99 achievement. In addition, nearly percent of students who participated nationï¿½s high schools as a context for learning This book looks at a range of questions about in the nal version of the instructional science? unit demonstrated understanding of how laboratory experiences t into U.S. high schools: conductors (Linn and Songer,save 1991). By comparison, only 25 percent of a MyNAP members 10% online. chemistry studentsWhat is e University ective laboratory group of undergraduate at the ofteaching? California What does research tell us about learning in Login or Register to at Berkeley could adequately explain the difference between heat and high school science labs? save! temperature. A longitudinal study comparing high school How should studentseniors learning inwho laboratory experiences be assessed? participated in the thermodynamics unit in middle school with seniors who Do all student have access to laboratory Download Free PDF had received more traditional middle schoolexperiences? science instruction found a 50 What changes to be made to improve percent improvement in CLP students’ performance inneed distinguishing laboratory experiences for high school between heat and temperature (Linn and Hsi, 2000) students? canincreased school organization contribute to Participating in the CLP instructional unitHow also students’ e ective laboratory teaching? interest in science. Longitudinal studies of CLP participants revealed that, With increased attention to the U.S. education system and student outcomes, no part of the among those who went on to take high school physics, over 90 percent high school curriculum should escape scrutiny. thought science was relevant to their lives. And 60 percent could provide This timely book investigates factors that examples of scienti c phenomena in their daily lives. Byschool comparison, only in uence a high laboratory experience, looking closely at what currently takes place 60 percent of high school physics students who had not participated in the and what the goals of those experiences are unit during middle school thought science was relevant to their lives,school and and should be. Science educators, makers, and parents will only 30 percent could give examples in theiradministrators, daily lives policy (Linn and Hsi, all bene t from a better understanding of the 2000). need for laboratory experiences to be an   integral part of the science curriculumï¿½and how that can be accomplished. EFFECTIVENESS OF LABORATORY EXPERIENCES Description of the Literature Review The committee’s review of the literature on the effectiveness of laboratory experiences considered studies of typical laboratory experiences and https://www.nap.edu/read/11311/chapter/5#81 14/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × emerging research focusing on integrated instructional units. In reviewing both bodies of research, we aim to in specify laboratory America's Lab Report: Investigations High how School Scienceexperiences can further each of the science learning goals outlined at the beginning of this chapter. Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted Buy Paperback | $49.95 for decades, but they have rarely been carefully examined. What do they contribute to science learning? they contribute to science Our review was complicated by weaknesses inWhat thecan earlier research on learning? What is the current status of labs in our Buy Ebook |isolated $39.99from the stream of instruction typical laboratory experiences, nationï¿½s high schools as a context for learning science? This book do looks at a agree range ofon questions about (Hofstein and Lunetta, 1982). First, the investigators not a how laboratory experiences t into U.S. high schools:  Limitations of the Research  precise de nition ofmembers the “laboratory” experiences under study. Second, MyNAP save online. is e ective teaching? many studies10% were weak in the selection andWhat control of laboratory variables. What does research tell us about learning in Login or Register to Investigators failed to examine or report important variables relating to high school science labs? save! student abilities and attitudes. For example,How they failed to note students’ should student learning in laboratory experiences be assessed? prior laboratory experiences. They also did not give enough attention to Do all student have access to laboratory Download Free PDF extraneous factors that might affect studentexperiences? outcomes, such as instruction changes need to be made to improve outside the laboratory. Third, the studies of What typical laboratory experiences laboratory experiences for high school usually involved a small group of students with little diversity, making it students? How can school organization contribute dif cult to generalize the results to the large, diverse population of U.S. to e ective laboratory teaching? high schools today. Fourth, investigators didWith notincreased give enough attention to attention to the U.S. education system and student outcomes, no part the the adequacy of the instruments used to measure student outcomes. Asofan high school curriculum should escape scrutiny. example, paper and pencil tests that focus on testing mastery of subject This timely book investigates factors that matter, the most frequently used assessment, do not capture student in uence a high school laboratory experience, looking closely at what currently takes place attainment of all of the goals we have identi ed. Such tests are not able to and what the goals of those experiences are measure student progress toward goals thatand may be be. unique laboratory should Scienceto educators, school administrators, policy makers, and experiences, such as developing scienti c reasoning, understanding parents the will all bene t from a better understanding of the complexity and ambiguity of empirical work,need and of practical fordevelopment laboratory experiences to be an integral part of the science curriculumï¿½and skills. how that can be accomplished. Finally, most of the available research on typical laboratory experiences does not fully describe these activities. Few studies have examined teacher behavior, the classroom learning environment, or variables identifying teacher-student interaction. In addition, few recent studies have focused on laboratory manuals—both what is in them and how they are used. Research on the intended design of laboratory experiences, their implementation, and whether the implementation resembles the initial design would provide the understanding needed to guide improvements in laboratory instruction. However, only a few studies of typical laboratory https://www.nap.edu/read/11311/chapter/5#81 15/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… experiences have measured the effectiveness of particular laboratory experiences in terms of both the extent America's Lab Report: Investigations in High School Science × to which their activities match those that the teacher intended and the Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted extent to which theBuy students’ learning matches the learning objectives of Paperback | $49.95 for decades, but they have rarely been carefully the activity (Tiberghien, Veillard, Le Marchal, Buty, and Millar, 2000). examined. What do they contribute to science We also found weaknesses in the evolving oncontribute integrated learning?research What can they to science learning? What is the current status of labs in our instructional units.Buy First, these |new units tend to be hothouse projects; Ebook $39.99 nationï¿½s high schools as a context for learning researchers work intensively with teachers toThis construct atypical science? book looks at a range oflearning questions about how laboratory experiences t into U.S. high schools: environments. Whilemembers some have MyNAP savebeen developed and studied over a 10% and online. number of years iterations, they usuallyWhat involve relatively small is e ective laboratory teaching? What does research tell us about Login or Register to samples of students. Only now are some of these efforts expanding learning to a in high school science labs? scale that willsave! allow robust generalizations about their value and inhow best How should student learning laboratory experiences be assessed? to implement them. Second, these integrated instructional units have not Do all student have access to laboratory Download PDF some version of laboratory been designed speci cally toFree contrast or experiences? What changes need to they be made to improve practical experience with a lack of such experience. Rather, assume laboratory experiences for high school that educational interventions are complex, systemic “packages” (Salomon, students? 1996) involving many interactions that may in speci c outcomes, Howuence can school organization contribute to e ective laboratory teaching? and that science learning requires some opportunities for direct With increased attention to the U.S. education engagement with natural phenomena. Researchers aimno topart of the system andcommonly student outcomes, high school curriculum should escape scrutiny. document the complex interactions between and among students, This timely book investigates factors that teachers, laboratory materials, and equipment in an effort tolaboratory developexperience, in uence a high school closely Collins, at what currently takesand place pro les of successful interventions (Cobb etlooking al., 2003; Joseph, and what the goals of those experiences are Bielaczyc, 2004; Design-Based Research Collective, 2003). These newer and should be. Science educators, school administrators, policy makers, and forms parents will studies focus on how to sequence laboratory experiences and other all bene t from a better understanding of the of science instruction to support students’ science learning.   need for laboratory experiences to be an integral part of the science curriculumï¿½and how that can be accomplished. Scope of the Literature Search A nal note on the review of research: the scope of our study did not allow for an in-depth review of all of the individual studies of laboratory education conducted over the past 30 years. Fortunately, three major reviews of the literature from the 1970s, 1980s, and 1990s are available (Lazarowitz and Tamir, 1994; Lunetta, 1998; Hofstein and Lunetta, 2004). The committee relied on these reviews in our analysis of studies published https://www.nap.edu/read/11311/chapter/5#81 16/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × before 1994. To identify studies published between 1994 and 2004, the committee searchedInvestigations electronic databases. America's Lab Report: in High School Science To supplement the database search, the committee commissioned three experts to review the nascent body of research on integrated instructional units (Bell, 2005; Duschl, 2004; Millar, 2004). We also invited researchers Laboratory experiences as a part of most U.S. high school curricula been taken for of granted Buy Paperback | $49.95 who are currently developing, revising, and science studying thehave effectiveness for decades, but they have rarely been carefully integrated instructional units to present their What ndings atcontribute committee examined. do they to science meetings (Linn, 2004; Lynch, 2004). learning? What can they contribute to science learning? What is the current status of labs in our Buy yielded Ebook |few $39.99 All of these activities studies that focused on the high school nationï¿½s high schools as a context for learning ThisFor bookthis looksreason, at a rangethe of questions about level and were conducted in the Unitedscience? States. how laboratory experiences t into U.S. high schools: MyNAP members save committee expanded the range of the literature considered to include online.at middle school and What is einternational ective laboratory teaching? some studies10% targeted some studies. We What does research tell us about learning in Login or Register to included stud-   high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory Download Free PDF ies at the elementary through postsecondary levels as well as studies of experiences? changes needfrom to be made to improve teachers’ learning in our analysis. In drawingWhat conclusions studies that laboratory experiences for high school were not conducted at the high school level, the committee took into students? consideration the extent to which laboratory experiences in highcontribute school to How can school organization e ective laboratory teaching? differ from those in elementary and postsecondary education. With increased attention to the U.S. education Developmental differences among students,system the organizational structure and student outcomes, no part of of the high school curriculum should escape scrutiny. schools, and the preparation of teachers are a few of the many factors that This timely book investigates factors that vary by school level and that the committeeinconsidered in making uence a high school laboratory experience, looking closely at what currently inferences from the available research. Similarly, when deliberatingtakes on place and what the goals of those experiences are studies conducted outside the United States, we considered differences in and should be. Science educators, school policy makers, and parents the science curriculum, the organization of administrators, schools, and other factors thatwill all bene t from a better understanding of the might in uence the outcomes of laboratory education. need for laboratory experiences to be an integral part of the science curriculumï¿½and how that can be accomplished. save! Mastery of Subject Matter Evidence from Research on Typical Laboratory Experiences Claims that typical laboratory experiences help students master science content rest largely on the argument that opportunities to directly interact with, observe, and manipulate materials will help students to better grasp dif cult scienti c concepts. It is believed that these experiences will force https://www.nap.edu/read/11311/chapter/5#81 17/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × students to confront their misunderstandings about phenomena and shift towardLab more scientiInvestigations c understanding. America's Report: in High School Science Despite these claims, there is almost no direct evidence that typical laboratory experiences that are isolated from the ow of science instruction are particularly valuable forLaboratory learning speci casscienti c content experiences a part of most U.S. high school science been White taken for granted Buy1982, Paperback | $49.95 (Hofstein and Lunetta, 2004; Lazarowitz andcurricula Tamir,have 1994). for decades, but they have rarely been carefully (1996) points out that many major reviews of science education the examined. What do they contributefrom to science learning? canlittle they contribute to science 1960s and 1970s indicate that laboratory workWhat does to improve learning? What is the current status of labs in our Buy Ebook | $39.99 understanding of science content as measured by paper and pencil tests, nationï¿½s high schools as a context for learning science? This book lookschallenge at a range of this questions about and later studies from the 1980s and early 1990s do not view. how laboratory experiences t into U.S. high schools: members save laboratory experiences are no more Other studiesMyNAP indicate that typical 10% online. is e ective laboratory effective in helping students master scienceWhat subject matter thanteaching? What does research tell us about learning in Login or Register to demonstrations in high school biology (Coulter, 1966), demonstration and high school science labs? save! discussion (Yager, Engen, and Snider, 1969), How andshould viewing studentlmed learning in laboratory experiences be assessed? experiments in chemistry (Ben-Zvi, Hofstein, Kempa, and Samuel, 1976). In Do all student have access to laboratory Download Free PDF contrast to most of the research, a single comparative experiences? study (Freedman, What changes need toinstruction be made to improve 2002) found that students who received regular laboratory over laboratory experiences for high school the course of a school year performed better on a test of physical science students? cantook schoolaorganization contribute to knowledge than a control group of studentsHow who similar physical e ective laboratory teaching? science course without laboratory activities.With increased attention to the U.S. education system and outcomes, no typical part of the Clearly, most of the evidence does not support thestudent argument that high school curriculum should escape scrutiny. laboratory experiences lead to improved learning of science content. More This timely book investigates factors that speci cally, concrete experiences with phenomena do laboratory not appear to in uence a alone high school experience,   looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, makers, andtheir parents will force students to confront their misunderstandings andpolicy reevaluate all bene t from a better understanding of the own assumptions. For example, VandenBerg, Katu, and Lunetta (1994) need for laboratory experiences to be an reported, on the basis of clinical studies with individual students, that integral part of the science curriculumï¿½and how that can be accomplished. hands-on activities with introductory electricity materials facilitated students’ understanding of the relationships among circuit elements and variables. The carefully selected practical activities created conceptual con ict in students’ minds—a rst step toward changing their naïve ideas about electricity. However, the students remained unable to develop a fully scienti c mental model of a circuit system. The authors suggested that greater engagement with conceptual organizers, such as analogies and concept maps, could have helped students develop more scienti c understandings of basic electricity. Several researchers, including Dupin https://www.nap.edu/read/11311/chapter/5#81 18/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × and Joshua (1987), have reported similar ndings. Studies indicate that students often holdInvestigations beliefs so intensely thatSchool even their observations in the America's Lab Report: in High Science laboratory are strongly in uenced by those beliefs (Champagne, Gunstone, and Klopfer, 1985, cited in Lunetta, 1998; Linn, 1997). Students tend to adjust their observations to t their current beliefs rather Laboratory experiences as athan part ofchange most U.S. high school science curricula have been taken for granted Buy Paperback | $49.95 their beliefs in the face of con icting observations.  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 $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: Evidence from Research on Integrated Instructional  Buy Ebook | Units MyNAP instructional members saveunits build on earlier studies that found Current integrated online. What is instructional e ective laboratoryactivities teaching? integration of10% laboratory experiences with other What does research tell us about learning in Login or Register to enhanced mastery of subject matter (Dupin high andschool Joshua, 1987; science labs? White and save! How should student in laboratory Gunstone, 1992, cited in Lunetta, 1998). A recent review of learning these and other experiences be assessed? studies concluded (Hofstein and Lunetta, 2004, p. 33): Do all student have access to laboratory Download Free PDF experiences? What changes need to be made to improve When laboratory experiences are integrated with other laboratory experiences for high school metacognitive learning experiences such as “predict-observestudents? explain” demonstrations (White and Gunstone, 1992)organization and when they to How can school contribute e ective of laboratory teaching? incorporate the manipulation of ideas instead simply materials With increased attention to the U.S. education and procedures, they can promote the learning science. system andof student outcomes, no part of the high school curriculum should escape scrutiny. timely book investigates factorsthat that Integrated instructional units often focus onThis complex science topics in uence a high school laboratory experience, are dif cult for students to understand. Their design is based on research looking closely at what currently takes place and what theand goalshow of those experiences are on students’ intuitive conceptions of a science topic those and should be. Science educators, school conceptions differ from scienti c conceptions. Students’ ideas often do not administrators, policy makers, and parents will match the scienti c understanding of a phenomenon as understanding noted all bene t fromand, a better of the need for laboratory experiences to be an previously, these intuitive notions are resistant to change. For this reason, integral part of the science curriculumï¿½and the sequenced units incorporate instructional speci cally howactivities that can be accomplished. designed to confront intuitive conceptions and provide an environment in which students can construct normative conceptions. The role of laboratory experiences is to emphasize the discrepancies between students’ intuitive ideas about the topic and scienti c ideas, as well as to support their construction of normative understanding. In order to help students link formal, scienti c concepts to real https://www.nap.edu/read/11311/chapter/5#81 19/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × phenomena, these units include a sequence of experiences that will push them to question their intuitive andinoften ideas. America's Lab Report: Investigations Highinaccurate School Science Emerging studies indicate that exposure to these integrated instructional units leads to demonstrable gains in student mastery of a number of science topics in comparison to more traditional approaches. In Laboratory experiences as a part of most U.S. high schoolmechanics science curricula have been taken for granted Buy include Paperback | $49.95 physics, these subjects Newtonian (Wells, Hestenes, and for decades, but they have rarely been carefully Swackhamer, 1995; White, 1993); thermodynamics and Linn, 1991); examined. What (Songer do they contribute to science learning? What(Bell can they contribute to science electricity (Shaffer and McDermott, 1992); optics and Linn, 2000; learning? What is the current status of labs in our Buy Ebook | and $39.99 Reiner, Pea, and Shulman, 1995); matter (Lehrer, Schauble, Strom, and nationï¿½s high schools as a context for learning This book looksSnir, at a range of questions Pligge, 2001; Smith, Maclin, Grosslight,science? and Davis, 1997; Smith, and about how laboratory experiences t into U.S. high schools: MyNAP members save units in biology have enhanced student Raz, 2003). Integrated instructional 10% online. What isand e ective laboratory teaching? mastery of genetics (Hickey, Kind eld, Horwitz, Christie, 2003) and What does research tell us about learning in Login or Register to natural selection (Reiser et al., 2001). A chemistry unit has led to gains in high school science labs? save! student understanding of stoichiometry (Lynch, 2004). Many, butinnot all, of How should student learning laboratory experiences be assessed? these instructional units combine computer-based simulations of the Do all student have access to laboratory Download Free PDF phenomena under study with direct interactions with these phenomena. experiences? Whatexperiences changes need tois bedescribed made to improve The role of technology in providing laboratory laboratory experiences for high school later in this chapter. students?   How can school organization contribute to e ective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the While philosophers of science now agree that no single scienti c highthere school is curriculum should escape scrutiny. This timelyskills book investigates factors method, they do agree that a number of reasoning are critical tothat in uence a high school laboratory experience, research across the natural sciences. These looking reasoning skills includetakes place closely at what currently andscienti what the goals of those experiences are identifying questions and concepts that guide c investigations, and should be. Science educators, school designing and conducting scienti c investigations, developing and revising administrators, policy makers, and parents will all bene t from a better understanding of the scienti c explanations and models, recognizing and analyzing alternative need for laboratory experiences to be an explanations and models, and making and defending a scienti c argument. integral part of the science curriculumï¿½and It is not necessarily the case that these skillshow arethat sequenced in a particular can be accomplished. Developing Scienti c Reasoning way or used in every scienti c investigation. Instead, they are representative of the abilities that both scientists and students need to investigate the material world and make meaning out of those investigations. Research on children’s and adults’ scienti c reasoning (see the review by Zimmerman, 2000) suggests that effective experimentation is dif cult for most people and not learned without instructional support. https://www.nap.edu/read/11311/chapter/5#81 20/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… Evidence from Research on Typical Laboratory America's Lab Report: Investigations in High School Science Experiences × Early research on the development of investigative skills suggested that experiences as a part of most U.S. high students could learn aspects of scienti Laboratory c reasoning through typical school science curricula have been taken for granted BuyinPaperback | $49.95 laboratory instruction college-level physics (Reif and St. John, 1979, cited for decades, but they have rarely been carefully in Hofstein and Lunetta, 1982) and in high school and college biology examined. What do they contribute to science What can they contribute to science (Raghubir, 1979; Wheatley, 1975, cited inlearning? Hofstein and Lunetta, 1982).   learning? What is the current status of labs in our Buy Ebook | $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: More recent research, however, MyNAP members save suggests that high school and college 10% often online.emphasize laboratory What is e ective laboratory teaching? science teachers procedures, leaving little time What does research tell us about learning in Login or Register to for discussion of how to plan an investigation or interpret its results high school science labs? save! (Tobin, 1987; see Chapter 4). Taken as a whole, evidence indicates that Howthe should student learning in laboratory experiences be assessed? typical laboratory work promotes only a few aspects of the full process of Do all student have access to laboratory Download Free PDF scienti c reasoning—making observations and organizing, communicating, experiences? What changes need to be made to improve and interpreting data gathered from these observations. Typical laboratory laboratory experiences for high school experiences appear to have little effect on more complex aspects of students? can schoolresearch organizationquestions, contribute to scienti c reasoning, such as the capacity toHow formulate e ective laboratory teaching? design experiments, draw conclusions fromWith observational data, and make increased attention to the U.S. education system and student outcomes, no part of the inferences (Klopfer, 1990, cited in White, 1996). high school curriculum should escape scrutiny. This timely book investigates factors that in uence 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 Research developing from studies of integrated instructional units all bene t from a better understanding of the indicates that laboratory experiences can play role in to be an needan forimportant laboratory experiences integral part of the science curriculumï¿½and developing all aspects of scienti c reasoning, including the more complex how that can be accomplished. Evidence from Research on Integrated Instructional Units aspects, if the laboratory experiences are integrated with small group discussion, lectures, and other forms of science instruction. With carefully designed instruction that incorporates opportunities to conduct investigations and re ect on the results, students as young as 4th and 5th grade can develop sophisticated scienti c thinking (Lehrer and Schauble, 2004; Metz, 2004). Kuhn and colleagues have shown that 5th graders can learn to experiment effectively, albeit in carefully controlled domains and with extended supervised practice (Kuhn, Schauble, and Garcia-Mila, 1992). Explicit instruction on the purposes of experiments appears necessary to https://www.nap.edu/read/11311/chapter/5#81 21/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × help 6th grade students design them well (Schauble, Giaser, Duschl, Schulze, and John, 1995).These studies suggest thatScience laboratory experiences America's Lab Report: Investigations in High School must be carefully designed to support the development of scienti c reasoning. Given the dif culty most students have with experiences reasoningasscienti cally, Laboratory a part of most U.S.ahigh school on science been taken for granted number of instructional units have focused thiscurricula goal. have Evidence from Buy Paperback | $49.95 for decades, but they have rarely been carefully several studies indicates that, with the examined. appropriate scaffolding provided What do they contribute to science in learning? What can they contribute science these units, students can successfully reason scienti cally. Theytocan learn learning? What is the current status of labs in our Buy(Schauble Ebook | $39.99 to design experiments et al., nationï¿½s 1995; White and Frederiksen, 1998), high schools as a context for learning science? This 1990), book looks at ainterpret range of questions make predictions (Friedler, Nachmias, and Linn, and and about how laboratory experiences t into U.S. high schools: explain data (Bell and Linn, 2000; MyNAP members save Coleman, 1998; Hatano and Inagaki, 1991; 10% online. What is eWarren, ective laboratory teaching? Meyer and Woodruff, 1997; Millar, 1998; Rosebery, and Conant, What does research tell us about learning in Login or Register to 1992; Sandoval and Millwood, 2005). Engagement with these instructional high school science labs? save! units has been shown to improve students’ abilities recognize How shouldto student learning in laboratory experiences be assessed? discrepancies between predicted and observed outcomes (Friedler et al., Do all student have access to laboratory Download Free PDF 1990) and to design good experiments (Dunbar, 1993; Kuhn et al., 1992; experiences? changes need to be made to improve Schauble et al., 1995; Schauble, Klopfer, and What Raghavan, 1991).   laboratory experiences for high school students? How can school organization contribute to e ective laboratory teaching? Integrated instructional units seem especially bene cial in developing With increased attention to the U.S. education scienti c reasoning skills among lower ability students (White andno part of the system and student outcomes, high school curriculum should escape scrutiny. Frederiksen, 1998). This timely book investigates factors that Recently, research has focused on an important oflaboratory scientiexperience, c in uence element a high school closely at what currently takes place reasoning—the ability to construct scienti clooking arguments. Developing, and what the goals of those experiences are revising, and communicating scienti c arguments is now recognized as a and should be. Science educators, school policy makers, and and parents will core scienti c practice (Driver, Newton, andadministrators, Osborne, 2000; Duschl all bene t from a better understanding of the Osborne, 2002). Laboratory experiences play a key role in instructional need for laboratory experiences to be an units designed to enhance students’ argumentation because they integral partabilities, of the science curriculumï¿½and how that can be accomplished. provide both the impetus and the data for constructing scienti c arguments. Such efforts have taken many forms. For example, researchers working with young Haitian-speaking students in Boston used the students’ own interests to develop scienti c investigations. Students designed an investigation to determine which school drinking fountain had the best-tasting water. The students designed data collection protocols, collected and analyzed their data, and then argued about their ndings (Rosebery et al., 1992). The Knowledge Integration Environment project asked middle school students to examine a common set of evidence to https://www.nap.edu/read/11311/chapter/5#81 22/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × debate competing hypotheses about light propagation. Overall, most students learned theInvestigations scienti c concept (that light goes on forever), America's Lab Report: in High School Science although those who made better arguments learned more than their peers (Bell and Linn, 2000). These and other examples (e.g., Sandoval and Millwood, 2005) show that students in Laboratory middle and high school can learn to experiences as a part of most U.S. high school science curricula have been taken argue scienti cally,Buy by learning to coordinate theoretical claims withfor granted Paperback | $49.95 for decades, but they have rarely been carefully evidence taken from their laboratory investigations. examined. What do they contribute to science   learning? What can they contribute to science learning? What is the current status of labs in our $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: Buy Ebook | Developing Practical Skills MyNAP members save Evidence from Research on Typical Laboratory 10% online. What is e ective laboratory teaching? What does research tell us about learning in Login or Register toExperiences high school science labs? How should student learning in laboratory Science educators and researchers have long claimed that learning experiences be assessed? practical laboratoryDownload skills is one of the important goalshave foraccess laboratory Do all student to laboratory Free PDF experiences? experiences and that such skills may be attainable only through such What changes need to be made to improve experiences (White, 1996; Woolnough, 1983).laboratory However, development of experiences for high school students? practical skills has been measured in research less frequently than mastery How can school organization contribute to of subject matter or scienti c reasoning. Such practical outcomes deserve e ective laboratory teaching? With increasedthat attention U.S. education more attention, especially for laboratory experiences aretoa the critical system and student outcomes, no part of the part of vocational or technical training in some high school programs. high school curriculum should escape scrutiny. When a primary goal of a program or courseThis is timely to train for jobs bookstudents investigates factors thatin in uence a high school laboratory experience, laboratory settings, they must have the opportunity to learn to use and looking closely at what currently takes place read sophisticated instruments and carry out experimental andstandardized what the goals of those experiences are and shouldthese be. Science educators, school procedures. The critical questions about acquiring skills through administrators, policy makers, and parents will laboratory experiences may not be whetheralllaboratory helpof the bene t from aexperiences better understanding needcan for laboratory experiencesso to be students learn them, but how the experiences be constructed asanto integral part of the science curriculumï¿½and be most effective in teaching such skills. how that can be accomplished. save! Some research indicates that typical laboratory experiences speci cally focused on learning practical skills can help students progress toward other goals. For example, one study found that students were often de cient in the simple skills needed to successfully carry out typical laboratory activities, such as using instruments to make measurements and collect accurate data (Bryce and Robertson, 1985). Other studies indicate that helping students to develop relevant instrumentation skills in https://www.nap.edu/read/11311/chapter/5#81 23/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × controlled “prelab” activities can reduce the probability that important measurements in a laboratory experience be compromised due to America's Lab Report: Investigations in Highwill School Science students’ lack of expertise with the apparatus (Beasley, 1985; Singer, 1977). This research suggests that development of practical skills may increase the probability that students will achieve the intended laboratory Laboratory experiencesresults as a partin of most U.S. high school science curricula haveactivity been takenisforagranted experiences. Achieving intended| results of a laboratory Buy the Paperback $49.95 for decades, but they have rarely been carefully necessary, though not suf cient, step toward in helping examined.effectiveness What do they contribute to science learning? What can they contribute to science students attain laboratory learning goals. learning? What is the current status of labs in our Buy Ebook | $39.99 Some research on typical laboratory experiences indicates that girls nationï¿½s high schools as a context for learning science? than This book looksand at a range questions about handle laboratory equipment less frequently boys, thatofthis how laboratory experiences t into U.S. high schools: tendency is associated with less MyNAP members saveinterest in science and less selfonline. What is e ective teaching? con dence in10% science ability among girls (Jovanovic andlaboratory King, 1998). It is What does research tell us about learning in Login or Register to possible that helping girls to develop instrumentation skills may help them high school science labs? save! to participate more actively and enhance their in learning science. How interest should student learning in laboratory   experiences be assessed? Do all student have access to laboratory Download Free PDF experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to Studies of integrated instructional units have not examined the extent to e ective laboratory teaching? which engagement with these units may enhance practical skills inU.S. using With increased attention to the education outcomes, no part of the laboratory materials and equipment. This resystem ectsand anstudent instructional high school curriculum should escape scrutiny. emphasis on helping students to learn scienti ideas with real factors that This c timely book investigates uence a high school laboratory understanding and on developing their skillsin at investigating scienti experience, c looking closely at what currently takes place phenomena, rather than on particular laboratory techniques, such as and what the goals of those experiences are and should be. ScienceThere educators, taking accurate measurements or manipulating equipment. is school no administrators, policy makers, and parents will evidence to suggest that students do not learn practical skills through all bene t from a better understanding of the integrated instructional units, but to date researchers have not assessed need for laboratory experiences to be an integral part of the science curriculumï¿½and such practical skills. how that can be accomplished. Evidence from Research on Integrated Instructional Units Understanding the Nature of Science Throughout the past 50 years, studies of students’ epistemological beliefs about science consistently show that most of them have naïve views about the nature of scienti c knowledge and how such knowledge is constructed and evaluated by scientists over time (Driver, Leach, Millar, and Scott, 1996; Lederman, 1992). The general public understanding of science is similarly inaccurate. Firsthand experience with science is often seen as a key way to https://www.nap.edu/read/11311/chapter/5#81 24/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… advance students’ understanding of and appreciation for the conventions of science. experiencesin are considered the primary mechaAmerica's Lab Laboratory Report: Investigations High School Science × nism for providing rsthand experience and are therefore assumed to Laboratory experiences as a part of most U.S. high school science have been taken for granted improve students’ understanding nature of curricula science. Buy Paperbackof|the $49.95  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 $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: Evidence from Research on Typical Laboratory |  Buy Ebook Experiences Research on student understanding of the nature of science provides little MyNAP members save 10% online. with science instruction What is e (Lederman, ective laboratory1992; teaching? evidence of improvement Driver What does research tell us about learning in Login or Register to et al., 1996). Although much of this research historically did not examine high school science labs? save! details of students’ laboratory experiences, it often veryinlarge How shouldincluded student learning laboratory experiences be assessed? samples of science students and thus arguably captured typical laboratory Do all student have access to laboratory Download Free PDF experiences (research from the late 1950s through the 1980s is reviewed by experiences? What changes need toin be students’ made to improve Lederman, 1992). There appear to be developmental trends laboratory experiences for high school understanding of the relations between experimentation and theorystudents? How can school organization building. Younger students tend to believe that experiments yieldcontribute direct to e ective laboratory teaching? answers to questions; during middle and high school, students shift to a With increased attention to the U.S. education system and student outcomes, no partof of the vague notion of experiments being tests of ideas. Only a small number high school curriculum should escape scrutiny. students appear to leave high school with a notion of science as modelThis timely book investigates factors that building and experimentation, in an ongoinginprocess of school testing and experience, uence a high laboratory looking closely at what currently takes place revision (Driver et al., 1996; Carey and Smith, 1993; Smith et al., 2000). The and what the goals of those experiences are conclusion that most experts draw from these results that educators, the isolated and should be.is Science school administrators, policy makers, and parents will nature and rote procedural focus of typical laboratory experiences inhibits all bene t from a better understanding of the students from developing robust conceptions offorthe nature of science. need laboratory experiences to be an integral part of the science curriculumï¿½and Consequently, some have argued that the nature of science must be an how that can be accomplished. explicit target of instruction (Khishfe and Abd-El-Khalick, 2002; Lederman, Abd-El-Khalick, Bell, and Schwartz, 2002). Evidence from Research on Integrated Instructional Units As discussed above, there is reasonable evidence that integrated instructional units help students to learn processes of scienti c inquiry. However, such instructional units do not appear, on their own, to help https://www.nap.edu/read/11311/chapter/5#81 25/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × students develop robust conceptions of the nature of science. One largescale study of a widely available inquiry-oriented America's Lab Report: Investigations in High Schoolcurriculum, Science in which integrated instructional units were an explicit feature, showed no signi cant change in students’ ideas about the nature of science after a year’s instruction (Meichtry, 1993). Students engaged in the BGuILE Laboratory experiences as a part of mostscience U.S. high school science curricula been taken for granted instructional unit showed no gains in understanding thehave nature of science Buy Paperback | $49.95 for decades, but they have rarely been carefully from their participation, and they seemed not even tothey see their experience examined. What do contribute to science learning? What can they contribute to science in the unit as necessarily related to professional science (Sandoval and learning? What is the current status of labs in our Buy Ebook $39.99 Morrison, 2003). These ndings| and others have led to the suggestion that nationï¿½s high schools as a context for learning science? Thisof book looks at a range of questions about the nature of science must be an explicit target instruction (Lederman et how laboratory experiences t into U.S. high schools: al., 2002). MyNAP members save 10% online. What is e ective laboratory teaching? There is evidence from the ThinkerTools science instructional unit that What does research tell us about learning in Login or Register to by engaging in re ective self-assessment on their own scienti c investiga-   high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory Download Free PDF tions, students gained a more sophisticated understanding of the nature of experiences? What changes need to be made to improve science than matched control classes who used the curriculum without the laboratory experiences for high school ongoing monitoring and evaluation of their own and others’ research students? (White and Frederiksen, 1998). Students whoHow engaged the re ective can schoolinorganization contribute to e ective laboratory teaching? assessment process “acquire knowledge of the forms that scienti c laws, With increased attention to the U.S. education models, and theories can take, and of how the development of scienti system and student outcomes, no partcof the high school should escape theories is related to empirical evidence” (White andcurriculum Frederiksen, 1998,scrutiny. p. This timely book investigates factors that 92). Students who participated in the laboratory experiences and other in uence a high school laboratory experience, looking closely at what currently takes place learning activities in this unit using the re ective assessment process were and what the goals of those experiences are less likely to “view scienti c theories as immutable and never subject to and should be. Science educators, school administrators, policy saw makers, and parents revision” (White and Frederiksen, 1998, p. 72). Instead, they science as will all bene t from a better understanding of the meaningful and explicable. The ThinkerTools ndings support the idea that need for laboratory experiences to be an attention to nature of science issues shouldintegral be anpart explicit part of of the science curriculumï¿½and how that can be accomplished. save! integrated instructional units, although even with such attention it remains dif cult to change students’ ideas (Khishfe and Abd-el-Khalick, 2002). A survey of several integrated instructional units found that they seem to bridge the “language gap” between science in school and scienti c practice (Duschl, 2004). The units give students “extended opportunities to explore the relationship between evidence and explanation,” helping them not only to develop new knowledge (mastery of subject matter), but also to evaluate claims of scienti c knowledge, re ecting a deeper understanding of the https://www.nap.edu/read/11311/chapter/5#81 26/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… nature of science (Duschl, 2004). The available research leaves open the question ofReport: whetherInvestigations or not these experiences help Science students to develop an America's Lab in High School explicit, re ective conceptual framework about the nature of science. × Laboratory experiences as a part of most Cultivating Interest in Science and Interest in U.S. high school science curricula have been taken for granted | $49.95  Buy Paperback Learning Science 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 $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: Evidence from Research on Typical Laboratory  Buy Ebook | Experiences MyNAP members save Studies of the effect of typical laboratory experiences on student interest 10% online. What is e ective laboratory teaching? are much rarer than focusing on student other Whatachievement does research tell or us about learning in Login or those Register to high school science labs? cognitive outcomes save! (Hofstein and Lunetta, 2004; White, 1996). The number How should student learning in laboratory of studies that address interest, attitudes, and other affective outcomes experiences be assessed? Do all student havefocused access to laboratory has decreased overDownload the past Free decade, have almost PDF as researchers experiences? exclusively on cognitive outcomes (Hofstein and Lunetta, 2004). Among the What changes need to be made to improve few studies available, the evidence is mixed.laboratory Some studies indicate that experiences for high school students? laboratory experiences lead to more positive attitudes (Renner, Abraham, How can school organization contribute to and Birnie, 1985; Denny and Chennell, 1986).eOther studiesteaching? show no ective laboratory With increased attention to the U.S. education relation between laboratory experiences and affect (Ato and Wilkinson, system and student outcomes, no part of the 1986; Freedman, 2002), and still others report experiences highlaboratory school curriculum should escape scrutiny. This timely book investigates factors that turned students away from science (Holden, 1990; Shepardson and Pizzini, in uence a high school laboratory experience, 1993). 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 There are, however, two apparent weaknesses studies ofunderstanding interest and all beneint from a better of the need for laboratory experiences to be an attitude (Hofstein and Lunetta, 1982). One is that researchers often do not integral part of the science curriculumï¿½and carefully de ne interest and how it should be measured. Consequently, it is how that can be accomplished. unclear if students simply reported liking laboratory activities more than other classroom activities, or if laboratory activities engendered more interest in science as a eld, or in taking science courses, or something else. Similarly, studies may report increased positive attitudes toward science from students’ participation in laboratory experiences, without clear description of what attitudes were measured, how large the changes were, or whether changes persisted over time. https://www.nap.edu/read/11311/chapter/5#81 27/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… Student Perceptions of Typical Laboratory America's Lab Report: Investigations in High School Science Experiences × Students’ perceptions of laboratory experiences may affect their interest Laboratoryhave experiences as a partthose of most U.S. high and engagement in science, and some studies examined school science curricula have been taken for granted Buy Paperback | $49.95 perceptions. Researchers have found that students often do not have clear for decades, but they have rarely been carefully ideas about the general or speci c purposes ofWhat their in typical examined. do work they contribute to science learning? What can they contribute to science science laboratory activities (Chang and Lederman, 1994) and that their learning? What is the current status of labs in our Buy Ebook | $39.99 understanding of the goals of lessons frequently do not match their nationï¿½s high schools as a context for learning science? This book looks at a range of questions about teachers’ goals for the same lessons (Hodson, 1993; Osborne and Freyberg, how laboratory experiences t into U.S. high schools: MyNAP save When students do not understand the 1985; Wilkenson andmembers Ward, 1997). 10% online. What is enegative ective laboratory teaching? goals of experiments or laboratory investigations, consequences What does research tell us about learning in Login or Register to for learning occur (Schauble et al., 1995). In fact, students high school science often labs? do not save! How should learning in laboratory make important connections between the purpose ofstudent a typical laboratory experiences be assessed? investigation and the design of the experiments. They do not connect the Do all student have access to laboratory Download Free PDF experiences? experiment with what they have done earlier, and they do not note the What changes need to be made to improve discrepancies among their own concepts, the concepts of their peers, and laboratory experiences for high school those of the science community (Champagne et al., 1985; Eylon and Linn, students? How can school organization contribute to 1988; Tasker, 1981). As White (1998) notes, “to many students, a ‘lab’ means e ective laboratory teaching? manipulating equipment but not manipulating in toconsidering Withideas.” increasedThus, attention the U.S. education and student outcomes,in noscience part of the how laboratory experiences may contributesystem to students’ interest high school curriculum should escape scrutiny. and to other learning goals, their perceptions those must Thisof timely bookexperiences investigates factors that be in uence a high school laboratory experience, considered. looking closely at what currently takes place A series of studies using the Science Laboratory Environment Inventory and what the goals of those experiences are and should be. Science educators, school (SLEI) has demonstrated links between students’ perceptions of laboratory administrators, policy makers, and parents will experiences and student outcomes (Fraser, McRobbie, and Giddings, 1993; all bene t from a better understanding of the Fraser, Giddings, and McRobbie, 1995; Henderson, Fisher, and Fraser, 2000; need for laboratory experiences to be an integral part of the science curriculumï¿½and Wong and Fraser, 1995). The SLEI, which has been validated crosshow that can be accomplished. nationally, measures ve dimensions of the laboratory environment: student cohesiveness, open-endedness, integration, rule clarity, and material environment (see Table 3-1 for a description of each scale). Using the SLEI, researchers have studied students’ perceptions of chemistry and biology laboratories in several countries, including the United States. All ve dimensions appear to be positively related with student attitudes, although the   https://www.nap.edu/read/11311/chapter/5#81 28/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… TABLE 3-1 Descriptive Information for the Science Laboratory Environment Inventory America's Lab Report: Investigations in High School Science Scale Name Description × Student Extent to which students know, help, and are supportive of Laboratory experiences as a part of most U.S. high cohesiveness one another Openendedness Integration school science curricula have been taken for granted Buy Paperback | $49.95  for decades, but they have rarely been carefully Extent to which the laboratory activities emphasize an examined. What do they contribute to science open-ended, divergent approach to experimentation learning? What can they contribute to science learning? What is the status of labs in our Extent toEbook which | laboratory activities arecurrent integrated with Buy $39.99  nationï¿½s high schools as a context for learning nonlaboratory and theory classes science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: members save Rule clarity MyNAP Extent to which behavior in the laboratory is guided by 10% online. What is e ective laboratory teaching? formal rules Login or Register to What does research tell us about learning in Material Extent to which the laboratory equipment high school scienceand labs?materials are save! How should student learning in laboratory environment adequate experiences be assessed? Do all student have access laboratory SOURCE: Henderson, Fisher,Free andPDF Fraser (2000). Reprinted withtopermission Download experiences? of Wiley-Liss, Inc., a subsidiary of John Wiley & Sons, Inc. What changes need to be made to improve laboratory experiences for high school students? relation of open-endedness with attitudes seems to vary with student How can school organization contribute to population. In some populations, there is a negative relation to attitudes e ective laboratory teaching? (Fraser et al., 1995) and to some cognitive outcomes (Henderson etU.S. al.,education With increased attention to the system and student outcomes, no part of the 2000). high school curriculum should escape scrutiny. Research using the SLEI indicates that positive student attitudes arethat This timely book investigates factors in uence a(the high school laboratory experience, particularly strongly associated with cohesiveness extent to which looking closely at what currently takes place students know, help, and are supportive of one another) integration and what the goalsand of those experiences are should be. Science school (the extent to which laboratory activities areand integrated witheducators, nonlaboratory administrators, policy makers, and parents will and theory classes) (Fraser et al.,1995; Wongalland Integration beneFraser, t from a 1995). better understanding of the need for laboratory experiences to be an also shows a positive relation to students’ cognitive outcomes (Henderson integral part of the science curriculumï¿½and et al., 2000; McRobbie and Fraser, 1993). how that can be accomplished. Evidence from Research on Integrated Instructional Units Students’ interest and attitudes have been measured less often than other goals of laboratory experiences in studies of integrated instructional units. When evidence is available, it suggests that students who participate in these units show greater interest in and more positive attitudes toward science. For example, in a study of ThinkerTools, completion of projects https://www.nap.edu/read/11311/chapter/5#81 29/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × was used as a measure of student interest. The rate of submitting completed projects Investigations was higher for students in the ThinkerTools curriculum America's Lab Report: in High School Science than for those in traditional instruction. This was true for all grades and ability levels (White and Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted Buy Paperback | $49.95 for decades, but they have rarely been carefully Frederiksen, 1998). This study also found that students’ ongoing evaluation examined. What do they contribute to science of their own and other students’ thinking increased selflearning? What canmotivation they contributeand to science learning? What is the current status of labs in our con dence in theirBuy individual students who participated in this Ebookability: | $39.99 nationï¿½s high schools as a context for learning ongoing evaluation not only turned in their project more science? nal This book looks reports at a range of questions about how laboratory experiences t into U.S. frequently, but they were also less likely to turn in reports that werehigh schools:   MyNAP members save identical to their partner’s. 10% research online. What is e ective laboratory teaching? What does research tell usto about learning in Login or Register to Participation in the ThinkerTools instructional unit appears change high school science labs? save! toward learning science. After completing the students’ attitudes How should student learning in laboratory be assessed? integrated instructional unit, fewer studentsexperiences indicated that “being good at Do all student have access to laboratory Download Free PDF science” was a result of inherited traits, andexperiences? fewer agreed with the What changes to be madethan to improve statement, “In general, boys tend to be naturally betterneed at science laboratory experiences for high school girls.” In addition, more students indicated that they preferred taking an students? active role in learning science, rather than simply told the correct How can being school organization contribute to e ective laboratory teaching? answer by the teacher (White and Frederiksen, 1998). With increased attention to the U.S. education Researchers measured students’ engagement motivation to no master systemand and student outcomes, part of the high school curriculum should escape the complex topic of conservation of matter as part of the study of CTA.scrutiny. This timely book investigates factors that Students who participated in the CTA curriculum levels of basic in uencehad a highhigher school laboratory experience, looking at more what currently engagement (active participation in activities) andclosely were likelytakes to place and what the goals of those experiences are focus on learning from the activities than students in the control group and should be. Science educators, school administrators, policywas makers, and parents will (Lynch et al., in press). This positive effect on engagement especially all bene t from a better understanding of the strong among low-income students. The researchers speculate, “perhaps need for laboratory experiences to be an as a result of these changes in engagement and motivation, theycurriculumï¿½and learned integral part of the science how that can be accomplished. more than if they had received the standard curriculum” (Lynch et al., in press). Students who participated in CLP during middle school, when surveyed years later as high school seniors, were more likely to report that science is relevant to their lives than students who did not participate (Linn and Hsi, 2000). Further research is needed to illuminate which aspects of this instructional unit contribute to increased interest. Developing Teamwork Abilities https://www.nap.edu/read/11311/chapter/5#81 30/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… Evidence from Research on Typical Laboratory America's Lab Report: Investigations in High School Science Experiences × Teamwork and collaboration appear in research on typical laboratory experiences a part of most experiences in two ways. First, workingLaboratory in groups is seenasas a way to U.S. high school science curricula have been taken for granted Buy Paperback | $49.95 enhance student learning, usually with reference to literature on for decades, but they have rarely been carefully cooperative learning or to the importance of providing for examined. What do theyopportunities contribute to science What can they contribute to science students to discuss their ideas. Secondlearning? and more recently, attention has learning? What is the current status of labs in our BuytoEbook | $39.99 focused on the ability work in groups as an outcome with nationï¿½s high schools itself, as a context for learning science? This book looks at a range of questions about laboratory experiences seen as an ideal opportunity to develop these skills. how laboratory experiences t into U.S. high schools: members The focus onMyNAP teamwork as ansave outcome is usually linked to arguments that 10% online. What is e ective(Partnership laboratory teaching? this is an essential skill for workers in the 21st century for 21st What does research tell us about learning in Login or Register to Century Skills, 2003). high school science labs?   save! How should student learning in laboratory experiences be assessed? Do all student have access to laboratory Download Free PDF experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to e ective laboratory teaching? There is considerable evidence that collaborative workattention can help students With increased to the U.S. education student outcomes, no part of the learn, especially if students with high abilitysystem workand with students with low high school curriculum should escape scrutiny. ability (Webb and Palincsar, 1996). Collaboration seems helpful This timely book especially investigates factors that to in uence a high school laboratory experience, lower ability students, but only when they work with more knowledgeable looking closely at what currently takes place peers (Webb, Nemer, Chizhik, and Sugrue, 1998). Building on this research, and what the goals of those experiences are integrated instructional units engage students in small-group collaboration and should be. Science educators, school administrators, policy makers, and parents will as a way to encourage them to connect what they know (either from their all bene t from a better understanding of the own experiences or from prior instruction) to their laboratory experiences. need for laboratory experiences to be an integral part of the science curriculumï¿½and Often, individual students disagree about prospective answers to the how that can be accomplished. Evidence from Research on Integrated Instructional Units questions under investigation or the best way to approach them, and collaboration encourages students to articulate and explain their reasoning. A number of studies suggest that such collaborative investigation is effective in helping students to learn targeted scienti c concepts (Coleman, 1998; Roschelle, 1992). Extant research lacks speci c assessment of the kinds of collaborative skills that might be learned by individual students through laboratory work. The assumption appears to be that if students collaborate and such https://www.nap.edu/read/11311/chapter/5#81 31/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… collaborations are effective in supporting their conceptual learning, then they are probably collaborative skills, too. Science America's Lab Report:learning Investigations in High School Overall Effectiveness of Laboratory Experiences × Laboratory experiences as a part of most U.S. high The two bodies of research—the earlierschool research on typical laboratory Buy Paperback | $49.95science curricula have been taken for granted decades, but they have rarely been carefully experiences and the emerging researchforon integrated instructional units— examined. What do they contribute to science yield different ndings about the effectiveness of laboratory experiences in learning? What can they contribute to science advancing the goals identi ed by the committee. general, the nascent learning? WhatIn is the current status of labs in our Buy Ebook | $39.99 nationï¿½s high schools a context for learning body of research on integrated instructional units offersasthe promise that science? This book looks at a range of questions about laboratory experiences embedded in a how larger stream of science laboratory experiences t into instruction U.S. high schools: MyNAP members save can be more effective in advancing these goals than are typical laboratory 10% online. What is e ective laboratory teaching? experiences (see 3-2). to What does research tell us about learning in LoginTable or Register high school science labs? Research on the effectiveness of typical laboratory experiences is save! How should student learning in laboratory methodologically weak and fragmented. Theexperiences limited evidence be assessed?available Doby all student have access laboratory suggests that typical laboratory themselves, aretoneither Download Freeexperiences, PDF experiences? better nor worse than other methods of science instruction for helping What changes need to be made to improve laboratorymore experiences for high school students master science subject matter. However, recent research students? indicates that integrated instructional units enhance students’ mastery of How can school organization contribute to subject matter. Studies have demonstrated increases in student e ective laboratory teaching?mastery of With increased attention to the U.S. education complex topics in physics, chemistry, and biology. system and student outcomes, no part of the Typical laboratory experiences appear, based on the limited research high school curriculum should escape scrutiny. This timely book investigates factors that available, to support some aspects of scienti c reasoning; however, typical in uence a high school laboratory experience, laboratory experiences alone are not suf cient for promoting moretakes place looking closely at what currently and what goals of those experiences are sophisticated scienti c reasoning abilities, such as the asking appropriate and should be. Science educators, school questions, administrators, policy makers, and parents will   all bene t from a better understanding of the need for laboratory experiences to be an integral part of the science curriculumï¿½and how that can be accomplished. TABLE 3-2 Attainment of Educational Goals in Typical Laboratory Experiences and Integrated Instructional Units Goal Typical Laboratory Experiences Integrated Instructional Units Mastery of subject matter No better or worse Increased mastery than other modes of compared with other instruction modes of instruction Scienti c reasoning https://www.nap.edu/read/11311/chapter/5#81 Aids development of Aids development of some aspects more sophisticated 32/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… aspects × America's Lab Report: Investigations in High SchoolSome Science Understanding of the Little improvement improvement when nature of science Interest in science  explicitly targeted at this goal Laboratory experiences as a part of most U.S. high Some evidence of Greater evidence of school science curricula have been taken for granted Buy Paperback | $49.95 increased interest increased interest for decades, but they have rarely been carefully examined. What do they contribute to science Understanding the Inadequate learning? evidence evidence What Inadequate can they contribute to science learning? What is the current status of labs in our complexity and ambiguity Buy Ebook | $39.99 nationï¿½s high schools as a context for learning of empirical work science? This book looks at a range of questions about  how laboratory experiences t into U.S. high schools: DevelopmentMyNAP of practical Inadequate evidence Inadequate evidence members save 10% online. skills What is e ective laboratory teaching? Login or Register to Development of save! teamwork skills What does research tell us about learning in Inadequate evidence Inadequate high school science labs?evidence How should student learning in laboratory experiences be assessed? Do all student have access to laboratory Download Free PDF designing experiments, and drawing inferences. Research on integrated experiences? What changes needexperiences to be made to improve instructional units provides evidence that the laboratory and laboratory experiences for high school other forms of instruction they include promote development of several students? can school organization contribute to aspects of scienti c reasoning, including theHow ability to ask appropriate e ective laboratory teaching? questions, design experiments, and draw inferences. With increased attention to the U.S. education The evidence indicates that typical laboratory do little toof the systemexperiences and student outcomes, no part high school curriculum should escape scrutiny. increase students’ understanding of the nature of science. In contrast, This timely book investigates factors that some studies nd that participating in integrated unitsexperience, that in uenceinstructional a high school laboratory looking closely at what currently takes place are designed speci cally with this goal in mind enhances understanding of and what the goals of those experiences are the nature of science. and should be. Science educators, school administrators, policy makers, and parents The available research suggests that typical laboratory experiences can will all bene t from a better understanding of the play a role in enhancing students’ interest inneed science and in learning for laboratory experiences to be an part of the science curriculumï¿½and science. There is evidence that engagementintegral with the laboratory how that can be accomplished. experiences and other learning activities included in integrated instructional units enhances students’ interest in science and motivation to learn science. In sum, the evolving research on integrated instructional units provides evidence of increases in students’ understanding of subject matter, development of scienti c reasoning, and interest in science, compared with students who received more traditional forms of science instruction. https://www.nap.edu/read/11311/chapter/5#81 33/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Studies conducted to date also suggest that the units are effective in helpingLab diverse groups of students in attain three learning goals. In America's Report: Investigations Highthese School Science contrast, the earlier research on typical laboratory experiences indicates that such typical laboratory experiences are neither better nor worse than other forms of science instruction in supporting studentasmastery of U.S. high Laboratory experiences a part of most school science curricula Buy laboratory Paperbackexperiences | $49.95 subject matter. Typical appear tohave aidbeen in taken for granted for decades, but they have rarely been carefully development of only some aspects of scienti reasoning, and they appear examined.cWhat do they contribute to science learning?in What can theyand contribute to science to play a role in enhancing students’ interest science in learning learning? What is the current status of labs in our Buy Ebook | $39.99 science. nationï¿½s high schools as a context for learning This book looksunable at a range questions about Due to a lack of available studies, thescience? committee was toofdraw how laboratory experiences t into U.S. high schools: MyNAPthe members conclusions about extentsave to which either typical laboratory 10% online. What is e ective teaching? experiences or laboratory experiences incorporated intolaboratory integrated What does research tell us about learning in Login or Register to instructional units might advance the other goals identi ed at the high school science labs? save! beginning of this chapter—enhancing understanding of thelearning complexity and How should student in laboratory experiences be assessed? ambiguity of empirical work, acquiring practical skills, and developing Do all student have access to laboratory Download Free PDF teamwork skills. experiences?   What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to e ective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should scrutiny. The three bodies of research we have discussed—research on howescape people This timely book investigates factors that learn, research on typical laboratory experiences, and developing research in uence a high school laboratory experience, looking closely at what currently takes place on how students learn in integrated instructional units—yield information and what the goals of those experiences are that promises to inform the design of more effective laboratory and should be. Science educators, school experiences. administrators, policy makers, and parents will all bene t from a better understanding of the The committee considers the emerging evidence suf cient to suggest need for laboratory experiences to be an four general principles that can help laboratory experiences achieve the integral part of the science curriculumï¿½and how that can be accomplished. goals outlined above. It must be stressed, however, that research to date PRINCIPLES FOR DESIGN OF EFFECTIVE LABORATORY EXPERIENCES has not described in much detail how these principles can be implemented nor how each principle might relate to each of the educational goals of laboratory experiences. Clearly Communicated Purposes Effective laboratory experiences have clear learning goals that guide the design of the experience. Ideally these goals are clearly communicated to students. Without a clear understanding of the purposes of a laboratory https://www.nap.edu/read/11311/chapter/5#81 34/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × activity, students seem not to get much from it. Conversely, when the purposes a laboratory activity are communicated America's LabofReport: Investigations inclearly High School Science by teachers to students, then students seem capable of understanding them and carrying them out. There seems to be no compelling evidence that particular purposes are more understandable to students than others. Laboratory experiences as a part of most U.S. high  school science curricula have been taken for granted Buy Paperback | $49.95 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 Buy Ebook | $39.99 nationï¿½s high schools as a context for learning science? This book looks at a range of questions about laboratory experiences are thoughtfully sequenced into the ow how laboratory experiences t into U.S. high schools: Sequenced into the Flow of Instruction  Effective MyNAP members save of classroom science instruction. That is, they are explicitly linked to what 10% online. What is e ective laboratory teaching? has come before and what will come after. AWhat common theme in reviews of does research tell us about learning in Login or Register to high laboratory school science labs? laboratory practice experiences are save! in the United States is that How should student learning in laboratory presented to students as isolated events, unconnected with other aspects experiences be assessed? of classroom work.Download In contrast, integrated instructional units embed Do all student have access to laboratory Free PDF experiences? laboratory experiences with other activities that build on the laboratory What changes need to be made to improve experiences and push students to re ect onlaboratory and better understand these experiences for high school experiences. The way a particular laboratorystudents? experience is integrated into How can school organization contribute to a ow of activities should be guided by the goals the overall sequence of e ectiveof laboratory teaching? increased attention to the U.S. education instruction and of the particular laboratory With experience. system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that in uence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are Research in the learning sciences (National Research Council, 1999, 2001) and should be. Science educators, school administrators, policy makers, and strongly implies that conceptual understanding, scienti c reasoning,parents and will all bene t from a better understanding of the practical skills are three capabilities that areneed notformutually exclusive.toAn laboratory experiences be an integral part of the science curriculumï¿½and educational program that partitions the teaching and learning of content how that can be accomplished. Integrated Learning of Science Concepts and Processes from the teaching and learning of process is likely to be ineffective in helping students develop scienti c reasoning skills and an understanding of science as a way of knowing. The research on integrated instructional units, all of which intertwine exploration of content with process through laboratory experiences, suggests that integration of content and process promotes attainment of several goals identi ed by the committee. Ongoing Discussion and Re ection https://www.nap.edu/read/11311/chapter/5#81 35/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Laboratory experiences are more likely to be effective when they focus students more on discussing the activities have done during their America's Lab Report: Investigations in High they School Science laboratory experiences and re ecting on the meaning they can make from them, than on the laboratory activities themselves. Crucially, the focus of laboratory experiences and the surrounding instructional Laboratory experiences as aactivities part of mostshould U.S. high school science have been taken for granted Buyrming Paperback | $49.95 not simply be on con presented ideas, but curricula on developing for decades, but they have rarely been carefully explanations to make sense of patternsexamined. of data.What Teaching strategies that do they contribute to science learning? What can they contribute to science encourage students to articulate their hypotheses about phenomena prior learning? What is the current status of labs in our $39.99 to experimentationBuy andEbook to then|re ect nationï¿½s on theirhigh ideas after experimentation schools as a context for learning science? This book looks atattainment a range of questions about are demonstrably more successful at supporting student of the how laboratory experiences t into U.S. high schools: MyNAP members save developing scienti c reasoning, and goals of mastery of subject matter, 10% online. What is e ective laboratory increasing interest in science and science learning. At the sameteaching? time, What does research tell us about learning in Login or Register to opportunities for ongoing discussion and re ection could potentially high school science labs? save! support students in developing teamwork skills. How should student learning in laboratory   experiences be assessed? Do all student have access to laboratory Download Free PDF experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to e ective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the From scales to microscopes, technology in many forms playsshould an integral high school curriculum escape scrutiny. This timely book investigates factors that role in most high school laboratory experiences. Over the past two in uence a high school laboratory experience, decades, personal computers have enabled the development of software looking closely at what currently takes place what theand goalsthe of those experiences are speci cally designed to help students learn and science, Internet is an and should be. Science educators, school increasingly used tool for science learning and for science administrators, policyitself. makers,This and parents will all bene t from now a better understanding of the section examines the role that computer technologies and may need for laboratory experiences to be an someday play in science learning in relationintegral to laboratory experiences. part of the science curriculumï¿½and that as canlaboratory be accomplished. Certain uses of computer technology can behow seen COMPUTER TECHNOLOGIES AND LABORATORY EXPERIENCES experiences themselves, according to the committee’s de nition, to the extent that they allow students to interact with data drawn directly from the world. Other uses, less clearly laboratory experiences in themselves, provide certain features that aid science learning. Computer Technologies Designed to Support Learning https://www.nap.edu/read/11311/chapter/5#81 36/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Researchers and science educators have developed a number of software programs support science learning in various ways. In this section, we America's LabtoReport: Investigations in High School Science summarize what we see as the main ways in which computer software can support science learning through providing or augmenting laboratory experiences. Laboratory experiences as a part of most U.S. high  school science curricula have been taken for granted Buy Paperback | $49.95 for decades, but they have rarely been carefully Scaffolded Representations of Natural Phenomena examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our Buy Ebook | $39.99 Perhaps the most common form of science education software are nationï¿½s high schools as a context for learning science? Thiscarefully book looks at a range of questionsof about programs that enable students to interact with crafted models how laboratory experiences t into U.S. high schools:  MyNAP members savecult to see and understand in the real natural phenomena that are dif 10% online. historically dif cult for Whatstudents is e ective laboratory teaching? world and have proven to understand. What does research tell us about learning in Login or Register to Such programs are able to show conceptual interrelationships and high school science labs? save! connections between theoretical constructsHow and natural phenomena should student learning in laboratory experiences be assessed? through the use of multiple, linked representations. For example, velocity Do all student have access to laboratory Download Free PDF can be linked to acceleration and position inexperiences? ways that make the What changes need Kaput, to be made to improve interrelationships understandable to students (Roschelle, and laboratory experiences for high school Stroup, 2000). Chromosome genetics can bestudents? linked to changes in pedigrees can schoolrepresentations organization contribute to and populations (Horowitz, 1996). MolecularHow chemical can e ective laboratory teaching? be linked to chemical equations (Kozma, 2003). With increased attention to the U.S. education system and abstracted student outcomes, no part of the In the ThinkerTools integrated instructional unit, high school curriculum should escape scrutiny. representations of force and motion are provided for students to help This timely book investigates factors that them “see” such ideas as force, acceleration,inand velocity in two uence a high school laboratory experience, looking closely at what currently takes place dimensions (White, 1993; White and Frederiksen, 1998). Objects in the and what the goals of those experiences are ThinkerTools microworld are represented asand simple, uniformly sized school “dots” should be. Science educators, makers, and parents will to avoid students becoming confused aboutadministrators, the idea ofpolicy center of mass. all bene t from a better understanding of the Students use the microworld to solve various problems of experiences motion into one need for laboratory be anor integral part of the science curriculumï¿½and two dimensions, using the comhow that can be accomplished. puter keyboard to apply forces to dots to move them along speci ed paths. Part of the key to the software’s guidance is that it provides representations of forces and accelerations in which students can see change in response to their actions. A “dot trace,” for example, shows students how applying more force affects an object’s acceleration in a predictable way. A “vector cross” represents the individual components of https://www.nap.edu/read/11311/chapter/5#81 37/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × forces applied in two dimensions in a way that helps students to link those forces Lab to anReport: object’sInvestigations motion. America's in High School Science ThinkerTools is but one example of this type of interactive, representational software. Others have been developed to help students reason about motion (Roschelle, 1992), Laboratory electricity (Gutwill, experiences as aFredericksen, part of most U.S. high school science curricula have been taken for granted Buyand Paperback | $49.95 and White, 1999), heat temperature (Linn, Bell, and Hsi, 1998), genetics for decades, but they have rarely been carefully (Horwitz and Christie, 2000), and chemical reactions (Kozma, 2003), examined. What do they contribute to science learning? What can they contribute to science among others. These programs differ substantially from one another in learning? What is the current status of labs in our Ebook $39.99 how they representBuy their target|phenomena, as there are substantial nationï¿½s high schools as a context for learning science? Thisproblems book looks atthat a range of questions differences in the topics themselves and in the students areabout how laboratory experiences t into U.S. high schools: MyNAP members savethem. They share, however, a common known to have in understanding 10% online. What is e ective laboratory teaching? approach to solving a similar set of problems—how to represent natural What does research tell us about learning in Login or Register to phenomena that are otherwise invisible in ways that help students make high school science labs? save! their own thinking explicit and guide them to normative scienti c laboratory How should student learning in experiences be assessed? understanding. Do all student have access to laboratory Download Free PDF When used as a supplement to hands-on laboratory experiences? experiences within What changescan needsupport to be madestudents’ to improve integrated instructional units, these representations laboratory experiences for high school conceptual change (e.g., Linn et al., 1998; White and Frederiksen, 1998). For students? How can school organization contribute example, students working through the ThinkerTools curriculum always to e ective laboratory teaching? experiment with objects in the real world before they work with the With increased attention to the U.S. education and student outcomes, no part of the computer tools. The goals of the laboratory system experiences are to provide high school curriculum should escape scrutiny. some experience with the phenomena under study and some initial ideas This timely book investigates factors that that can then be explored on the computer. in uence 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 bene t from a better understanding of the Various types of simulations of phenomena need represent another formtoof for laboratory experiences be an integral part of the science curriculumï¿½and technology for science learning. These simulations allow students to how that can be accomplished. Structured Simulations of Inaccessible Phenomena explore and observe phenomena that are too expensive, infeasible, or even dangerous to interact with directly. Strictly speaking, a computer simulation is a program that simulates a particular phenomenon by running a computational model whose behavior can sometimes be changed by modifying input parameters to the model. For example, the GenScope program provides a set of linked representations of genetics and genetics phenomena that would otherwise be unavailable for study to most students (Horowitz and Christie, 2000). The software represents alleles, chromosomes, family pedigrees, and the like and links representations https://www.nap.edu/read/11311/chapter/5#81 38/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… across levels in ways that enable students to trace inherited traits to speci cLab genetic differences. The software an underlying America's Report: Investigations in Highuses School Science Mendelian model of genetic inheritance to gov- × Laboratory experiences as a part of most U.S. high school science curriculaabove, have been taken for granted ern its behavior. AsBuy withPaperback the representations described embedding | $49.95 for decades, but they have rarely been carefully the use of the software in a carefully thought out curriculum sequence is examined. What do they contribute to science crucial to supporting student learning learning? (HickeyWhat et al., 2000). can they contribute to science learning? What is the current status of labs in our Another exampleBuy in biology BGuILE project (Reiser et al., 2001). Ebookis| the $39.99 nationï¿½s high schools as a context for learning The investigators created a series of structured allowing science? Thissimulations book looks at a range of questions about how laboratory experiences t into U.S. high schools: students to investigate problems of evolution by natural selection. In the   MyNAP members save 10%environment, online. Galapagos nch for example, students canlaboratory examine a What is e ective teaching? does research tell usto about learning Login set or Register carefully selected of datato from the islandWhat of Daphne Major explain a in high school science labs? save! historical case of natural selection. The BGuILE software does not, strictly How should student learning in laboratory experiences be assessed? speaking, consist of simulations because it does not “run” a model; from a Do all student have access to laboratory Download Free PDF student’s perspective, it simulates either Daphne Major or laboratory experiences? What changes need to be madecan to improve experiments on tuberculosis bacteria. Studies show that students learn laboratory experiences for high school from the BGuILE environments when these environments are embedded in students? a well-organized curriculum (Sandoval and Reiser, 2004). They also showto How can school organization contribute e ective laboratory teaching? that successful implementation of such technology-supported curricula With increased attention to the U.S. education relies heavily on teachers (Tabak, 2004). system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that in uence 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 policy makers, and parents will The examples discussed here share a crucialadministrators, feature. The representations all bene t from a better understanding of the built into the software and the interface tools provided forexperiences learnerstoare need for laboratory be an integral part of the science curriculumï¿½and intended to help them learn in very speci c ways. There are a great how that can be accomplished. Structured Interactions with Complex Phenomena and Ideas number of such tools that have been developed over the last quarter of a century. Many of them have been shown to produce impressive learning gains for students at the secondary level. Besides the ones mentioned, other tools are designed to structure speci c scienti c reasoning skills, such as prediction (Friedler et al., 1990) and the coordination of claims with evidence (Bell and Linn, 2000; Sandoval, 2003). Most of these efforts integrate students’ work on the computer with more direct laboratory experiences. Rather than thinking of these representations and simulations as a way to replace laboratory experiences, the most successful https://www.nap.edu/read/11311/chapter/5#81 39/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × instructional sequences integrate them with a series of empirical laboratory These sequences of science instruction focus America's Lab investigations. Report: Investigations in High School Science students’ attention on developing a shared interpretation of both the representations and the real laboratory experiences in small groups (Bell, 2005). Laboratory experiences as a part of most U.S. high  school science curricula have been taken for granted Buy Paperback | $49.95 for decades, but they have rarely been carefully Computer Technologiesexamined. Designed What do to they Support contribute to science learning? What can they contribute to science Science learning? What is the current status of labs in our  Buy Ebook | $39.99 nationï¿½s high schools as a context for learning Advances in computer technologies have had a tremendous impact on how science? This book looks at a range of questions about experiences t into U.S. schools: science is done and on what scientists how canlaboratory study. These changes arehigh vast, MyNAP members save and summarizing them is well beyond the scope of the committee’s charge. 10% online. What is e ective laboratory teaching? What does research tell us about learning in We found, however, some scienti c practice, especially Login or that Register to innovations in high school science labs? save! uses of the Internet, are beginning to be applied to secondary How should student learning in laboratory experiences be assessed? Do all student have access to laboratory Download Free PDF experiences? science education. With respect to future laboratory experiences, perhaps What changes need to be made to improve experiences for high school of the most signi cant advance in many scientilaboratory c elds is the aggregation students? large, varied data sets into Internet-accessible databases. These databases How can school organization contribute to are most commonly built for speci c scientie cective communities, but some laboratory teaching? With increased attention to the U.S. education researchers are creating and studying new, learner-centered interfaces to system and student outcomes, no part of the allow access by teachers and schools. Thesehigh research projects build on scrutiny. school curriculum should escape Thisthe timely book investigates factors that instructional design principles illuminated by integrated instructional in uence a high school laboratory experience, units discussed above. looking closely at what currently takes place what the goals of those experiences One example is the Center for Embedded and Networked Sensing (CENS), aare and should be. Science educators, school National Science Foundation Science and Technology Center investigating administrators, policy makers, and parents will all bene t from anetworks better understanding of the the development and deployment of large-scale sensor need for laboratory experiences to be an embedded in physical environments. CENS is currently working on integral part of the science curriculumï¿½and ecosystem monitoring, seismology, contaminant owbe transport, and how that can accomplished. marine microbiology. As sensor networks come on line, making data available, science educators at the center are developing middle school curricula that include web-based tools to enable students to explore the same data sets that the professional scientists are exploring (Pea, Mills, and Takeuchi, 2004). The interfaces professional scientists use to access such databases tend to be too in exible and technical for students to use successfully (Bell, 2005). Bounding the space of possible data under consideration, supporting appropriate considerations of theory, and promoting https://www.nap.edu/read/11311/chapter/5#81 40/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × understanding of the norms used in the visualization can help support students inReport: developing a shared understanding of the data. With such America's Lab Investigations in High School Science support, students can develop both conceptual understanding and understanding of the data analysis process. Focusing students on causal explanation and argumentation based on the data analysis can Laboratory experiences as aprocess part of most U.S.help high school science curricula have been taken granted Buy Paperback | $49.95 them move from a descriptive, phenomenological view of science to for one for decades, but they have rarely been carefully that considers theoretical issues of cause (Bell,What 2005). examined. do they contribute to science learning? What can they contribute to science Further research and evaluation of the educational bene t of student learning? What is the current status of labs in our Buyscienti Ebookc|databases $39.99 are absolutely necessary. Still, interaction with large nationï¿½s high schools as a context for learning science? This book looks at atime, range of questions the development of such efforts will certainly expand over and, as about how laboratory experiences t into U.S. high schools: MyNAP members they change notions of what save it means to conduct scienti c experiments, online. is e ective a laboratory they are also 10% likely to change what it meansWhat to conduct schoolteaching? laboratory.   Login or Register to save! What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory Download Free PDF experiences? The committee identi ed a number of science learning goals that have What changes need to be made to improve been attributed to laboratory experiences. Our review of thefor evidence laboratory experiences high schoolon attainment of these goals revealed a recent students? shift in research, re ecting How can school organization contribute to some movement in laboratory instruction. Historically, laboratory e ective laboratory teaching? With increased attention to the U.S. education experiences have been disconnected from the ow of classroom science system and student outcomes, no part of the lessons. We refer to these separate laboratory experiences as typical high school curriculum should escape scrutiny. This timelyresearchers book investigatesoften factors that laboratory experiences. Re ecting this separation, in uence a high school laboratory experience, engaged students in one or two 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 experiments or other science activities and all then conducted assessments to bene t from a better understanding of the needscience for laboratory experiences to be an determine whether their understanding of the concept underlying integral part of the science curriculumï¿½and the activity had increased. Some studies compared the outcomes of these how that can be accomplished. SUMMARY separate laboratory experiences with the outcomes of other forms of science instruction, such as lectures or discussions. Over the past 10 years, researchers studying laboratory education have shifted their focus. Drawing on principles of learning derived from the cognitive sciences, they have asked how to sequence science instruction, including laboratory experiences, in order to support students’ science learning. We refer to these instructional sequences as “integrated instructional units.” Integrated instructional units connect laboratory experiences with other types of science learning activities, including https://www.nap.edu/read/11311/chapter/5#81 41/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × lectures, reading, and discussion. Students are engaged in framing research questions, making observations, and executing America's Lab Report: Investigations in Highdesigning School Science experiments, gathering and analyzing data, and constructing scienti c arguments and explanations. The two bodies of research on typical laboratory experiences Laboratory experiences as a part of and most U.S. high school science curricula have been taken for granted Buy Paperback | $49.95 integrated instructional units, including laboratory experiences, yield for decades, but they have rarely been carefully different ndings about the effectiveness of laboratory in examined. What do theyexperiences contribute to science learning? What contribute to science advancing the science learning goals identi ed bycan thethey committee. The learning? What is the current status of labs in our Ebook | $39.99 earlier research onBuy typical laboratory experiences is weak and fragmented, nationï¿½s high schools as a context for learning science? ThisThe bookweight looks at a of range questions about making it dif cult to draw precise conclusions. theof evidence how laboratory experiences t into U.S. high schools: MyNAP members from research focused on thesave goals of developing scienti c reasoning and 10% online. What is e ective laboratory teaching? enhancing student interest in science showed slight improvements in both What does research tell us about learning in Login or Register to after students participated in typical laboratory experiences. Research high school science labs? save! focused on the goal of student mastery of subject matter that How should studentindicates learning in laboratory experiences be assessed? typical laboratory experiences are no more or less effective than other Do all student have access to laboratory Download Free PDF forms of science instruction (such as reading, lectures, or discussion). experiences? What changes need to be indicate made to improve Studies conducted to date on integrated instructional units that laboratory experiences for high school the laboratory experiences, together with the other forms of instruction students? How can school organization contribute included in these units, show greater effectiveness for these same three to e ective laboratory teaching? goals (compared with students who receivedWith more traditional forms of increased attention to the U.S. education system and outcomes, no part of the science instruction): improving students’ mastery of student subject matter, high school curriculum should escape scrutiny. increasing development of scienti c reasoning, and enhancing interest in This timely book investigates factors that science. Integrated instructional units also appear beschool effective in helping in uence ato high laboratory experience, looking closely at what currently takes place diverse groups of students progress toward these three learning goals. A and what the goals of those experiences are major limitation of the research on integrated however, andinstructional should be. Scienceunits, educators, school administrators, policy makers, and is that most of the units have been used in small numbers of science parents will all bene t from a better understanding of the classrooms. Only a few studies have addressed challenge of needthe for laboratory experiences to be an integral part of the science curriculumï¿½and implementing—and studying the effectiveness of—integrated instructional how that can be accomplished. units on a wide scale. Due to a lack of available studies, the committee was unable to draw conclusions about the extent to which either typical laboratory experiences or integrated instructional units might advance the other goals identi ed at the beginning of this chapter—enhancing understanding of the complexity   https://www.nap.edu/read/11311/chapter/5#81 42/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × and ambiguity of empirical work, acquiring practical skills, and developing teamwork Further research isinneeded to clarify how laboratory America's Labskills. Report: Investigations High School Science experiences might be designed to promote attainment of these goals. The committee considers the evidence suf cient to identify four general principles that can help laboratory experiences achieve the learning goals Laboratory experiences as a part of most U.S. high school science curricula have taken for granted Buy Paperback | $49.95 we have outlined. Laboratory experiences are more likely tobeen achieve their for decades, but they have rarely been carefully intended learning goals if (1) they are designed withdoclear learning examined. What they contribute to science learning? What can theyinto contribute science outcomes in mind, (2) they are thoughtfully sequenced the toow of learning? What is the current status of labs in our Buy Ebook |(3)$39.99 classroom science instruction, they nationï¿½s are designed to integrate learning high schools as a context for learning This book looks at a range ofand questions of science content with learning aboutscience? the processes of science, (4) about how laboratory experiences t into U.S. high schools: MyNAP members save re ection and discussion. they incorporate ongoing student 10% online. is e ective laboratory teaching? Computer software and the Internet haveWhat enabled development of What does research tell us about learning in Login or Register to several tools that can support students’ science learning, including high school science labs? save! representations of complex phenomena, simulations, and student How should student learning in laboratory experiences be assessed? interaction with large scienti c databases. Representations and Do all student have access to laboratory Download Free PDF simulations are most successful in supporting student learning when they experiences? What changes need to belaboratory made to improve are integrated in an instructional sequence that also includes laboratory experiences for high school experiences. Researchers are currently developing students? tools to support student How can school organization contribute to interaction with—and learning from—large scienti c databases.   e ective laboratory teaching? 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 in uence a high school laboratory experience, Anderson, R.O. (1976). The experience of science: A new perspective for looking closely at what currently takes place laboratory teaching. New York: Columbia University, Teachers College are and what the goals of those experiences and should be. Science educators, school Press. administrators, policy makers, and parents will Ato, T., and Wilkinson, W. (1986). Relationships between all bene t from a the betteravailability understandingand of the need for laboratory experiences to be an use of science equipment and attitudes to both science and sources of integral part of the science curriculumï¿½and scienti c information in Benue State, Nigeria. Research in Science and how that can be accomplished. REFERENCES Technological Education, 4, 19-28. Beasley, W.F. (1985). Improving student laboratory performance: How much practice makes perfect? Science Education, 69, 567-576. Bell, P. (2005). The school science laboratory: Considerations of learning, technology, and scienti c practice. Paper prepared for the Committee on High School Science Laboratories: Role and Vision. Available at: http://www7.nationalacademies.org/bose/July_12- https://www.nap.edu/read/11311/chapter/5#81 43/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × 13_2004_High_School_Labs_Meeting_Agenda.html [accessed June 2005]. America's Lab Report: Investigations in High School Science Bell, P., and Linn, M.C. (2000). Scienti c arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817. Laboratory experiences as a part of most U.S. high school science D. curricula have been taken for granted Buy $49.95 Ben-Zvi, R., Hofstein, A.,Paperback Kampa, R.F,|and Samuel, (1976). The for decades, but they have rarely been carefully effectiveness of lmed experiments in high school chemical education. examined. What do they contribute to science learning? What can they contribute to science Journal of Chemical Education, 53, 518-520. learning? What is the current status of labs in our Buy Ebook | $39.99 Blakeslee, T., Bronstein, L., Chapin, M., nationï¿½s Hesbitt,high D.,schools Peek,asY.,a context Thiele, E., and for learning science? This bookMichigan looks at a range of questions about Vellanti, J. (1993). Chemistry that applies. Lansing: Department how laboratory experiences t into U.S. high schools: MyNAP members save /www.edof Education. Available at: http:/ 10% online. What is e ective laboratory Feb. teaching? web2.educ.msu.edu/CCMS/secmod/Cluster3.pdf [accessed 2005].   Login or Register to save! What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? A simple Bransford, J.D., and Schwartz, D.L. (2001). Rethinking transfer: all student have access to laboratory Download Free PDF In A. Do proposal with multiple implications. Iran-Nejad, and P.D. Pearson experiences? changesWashington, need to be madeDC: to improve (Eds.), Review of research in education (pp.What 61-100). laboratory experiences for high school American Educational Research Association. students? Bryce, T.G.K., and Robertson, I.J. (1985). What can A review of to How canthey schooldo: organization contribute ective laboratory teaching? practical assessment in science. Studies ine Science Education, 12, 1-24. With increased attention to the U.S. education system and student outcomes, no part of the high school escape c scrutiny. Carey, S., and Smith, C. (1993). On understanding thecurriculum nature should of scienti This timely book investigates factors that knowledge. Educational Psychologist, 28, 235-251. in uence a high school laboratory experience, Champagne, A.B., Gunstone, R.F., and Klopfer, L.E.closely (1985). Instructional looking at what currently takes place and what the goals of those experiences are consequences of students’ knowledge about physical phenomena. In and should be. Science educators, school L.H.T. West and A.L. Pines (Eds.), Cognitiveadministrators, structure and policyconceptual makers, and parents will all bene t from a better understanding of the change (pp. 61-68). New York: Academic Press. need for laboratory experiences to be an Chang, H.P., and Lederman, N.G. (1994). The integral effectpart of of levels of co-operation the science curriculumï¿½and can be accomplished. within physical science laboratory groupshow onthat physical science achievement. Journal of Research in Science Teaching, 31, 167-181. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., and Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. Cobb, P., Stephan, M., McClain, K., and Gavemeijer, K. (2001). Participating in classroom mathematical practices. Journal of the Learning Sciences, 10, 113-164. Coleman, E.B. (1998). Using explanatory knowledge during collaborative problem solving in science. Journal of the Learning Sciences, 7(3, 4), 387427. https://www.nap.edu/read/11311/chapter/5#81 44/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Collins, A., Joseph, D., and Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of theSchool Learning Sciences, 13(1), 15-42. America's Lab Report: Investigations in High Science Coulter, J.C. (1966). The effectiveness of inductive laboratory demonstration and deductive laboratory in biology. Journal of Research in Science Teaching, 4, 185-186. Laboratory experiences as a part of most U.S. high  school science curricula have been taken for granted Buy Paperback | $49.95 for decades, but they have rarely been carefully Denny, M., and Chennell, F. (1986). Exploring pupils’ views and feelings examined. What do they contribute to science about their school science practicals:learning? Use ofWhat letter-writing andto drawing can they contribute science learning? What is the current status of labs in our exercises. Educational Studies, 12, 73-86. Buy Ebook | $39.99 nationï¿½s high schools as a context for learning Design-Based Research Collective. (2003). Design-based research: An science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: emerging paradigm for educational inquiry. Educational Researcher, 32(1), MyNAP members save 10% online. 5-8. What is e ective laboratory teaching? What does research tell us about learning in Login or Register to Driver, R. (1995). Constructivist approaches to science teaching. In L.P. high school science labs? save! Steffe and J. Gale (Eds.), Constructivism inHow education (pp.learning 385-400). should student in laboratory experiences be assessed? Hillsdale, NJ: Lawrence Erlbaum. Do all student have access to laboratory Driver, R., Leach, J.,Download Millar, R.,Free andPDF Scott, P. (1996). Young people’s images of experiences? changes need to be made to improve science. Buckingham, UK: Open UniversityWhat Press. laboratory experiences for high school Driver, R., Newton, P., and Osborne, J. (2000). Establishing the norms of students? scienti c argumentation in classrooms. Science 84, 287-312. How can Education, school organization contribute to e ective laboratory teaching? Dunbar, K. (1993). Concept discovery in a scienti c domain. Cognitive With increased attention to the U.S. education Science, 17, 397-434. system and student outcomes, no part of the high“modeling school curriculum should escape Dupin, J.J., and Joshua, S. (1987). Analogies and analogies” in scrutiny. This timely book investigates factors that teaching: Some examples in basic electricity. Science Education, 73,experience, 791in uence a high school laboratory looking closely at what currently takes place 806. and what the goals of those experiences are Duschl, R.A. (2004). The HS lab experience: Reconsidering the role of and should be. Science educators, school administrators, policyprepared makers, andfor parents evidence, explanation and the language of science. Paper thewill all bene t from a better understanding of the Committee on High School Science Laboratories: Role and Vision, July need for laboratory experiences to be an 12-13, National Research Council, Washington, Available integralDC. part of the scienceat: curriculumï¿½and how that can be accomplished. http://www7.nationalacademies.org/bose/July_1213_2004_High_School_Labs_Meeting_Agenda.html [accessed July 2005]. Duschl, R.A., and Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.  https://www.nap.edu/read/11311/chapter/5#81 45/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Eylon, B., and Linn, M.C. (1988). Learning and instruction: An examination of four in science Review of Educational America's Labresearch Report:perspectives Investigations in High education. School Science Research, 58(3), 251-301. Fraser, B.J., Giddings, G.J., and McRobbie, C.J. (1995). Evolution and Laboratory experiences as a part of most U.S. high school sciencefor curricula have been taken for granted validation of a personal form of an| instrument assessing science Buy Paperback $49.95 for decades, but they have rarely been carefully laboratory classroom environments. Journal of Research in Science examined. What do they contribute to science Teaching, 32, 399-422. learning? What can they contribute to science learning? What is the current status of labs in our Fraser, B.J., McRobbie, and|Giddings, G.J. (1993). Development and BuyC.J., Ebook $39.99 nationï¿½s high schools as a context for learning cross-national validation of a laboratory classroom environment science? This book looks at a range of questions about how laboratory experiences t into U.S. schools: instrumentMyNAP for senior high save school science. Science Education, 77, high 1-24. members 10%(2002). online.The in uence of laboratory Freedman, M.P. instruction science What is e ective laboratoryon teaching? doesgender research tell us about learning in Login Register toward to achievement andorattitude science What across differences. high school science labs? save! Journal of Women and Minorities in Science and Engineering, 8,in191-200. How should student learning laboratory experiences be assessed? Friedler, Y., Nachmias, R., and Linn, M.C. (1990). Learning scienti c Do all student have access to laboratory Download Free PDF reasoning skills in microcomputer-based laboratories. Journal of experiences? What changes need to be made to improve Research in Science Teaching, 27(2), 173-192.   laboratory experiences for high school students? Glaser, R. (1994). Learning theory and instruction. G. d’Ydewalle, P. Eelen, How can In school organization contribute to e ective laboratory teaching? and P. Bertelson (Eds.), International perspectives on science, volume 2: With increased attention to the U.S. education The state of the art (pp. 341-357). Hove, England: Erlbaum. system and student outcomes, no part of the curriculum should escape scrutiny. Gobert, J., and Clement, J. (1999). The effectshigh of school student-generated This timely book investigates factors that diagrams versus student-generated summaries on conceptual in uence a high school laboratory experience, understanding of spatial, causal, and dynamic platetakes place lookingknowledge closely at what in currently and what the goals of those experiences are tectonics. Journal of Research in Science Teaching, 36(1), 39-53. and should be. Science educators, school Gutwill, J.P., Fredericksen, J.R., and White, B.Y. (1999). Making theirand own administrators, policy makers, parents will all bene t from a betterin understanding of the connections: Students’ understanding of multiple models basic need for laboratory experiences to be an electricity. Cognition and Instruction, 17(3),integral 249-282. part of the science curriculumï¿½and how that can be accomplished. Hatano, G., and Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L.B. Resnick, J.M. Levine, and S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331-348). Washington, DC: American Psychological Association. Henderson, D., Fisher, D., and Fraser, B. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26-43. Hickey, D.T., Kind eld, A.C.H., Horwitz, P., and Christie, M.A. (2000). Integrating instruction, assessment, and evaluation in a technologyhttps://www.nap.edu/read/11311/chapter/5#81 46/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × based genetics environment: The GenScope follow-up study. In B.J. Fishman S.F. O’Connor-Divelbiss (Eds.), Proceedings America's Lab and Report: Investigations in High School Scienceof the International Conference of the Learning Sciences (pp. 6-13). Mahwah, NJ: Lawrence Erlbaum. Hickey, D.T., Kind eld, A.C., Horwitz, P.,Laboratory and Christie, M.A. experiences as a(2003). part of most U.S. high school science curricula have been taken Buy Paperback | $49.95 Integrating curriculum, instruction, assessment, and evaluation in for a granted for decades, but they have rarely been carefully technology-supported genetics environment. American Educational examined. What do they contribute to science learning? What can they contribute to science Research Journal, 40(2), 495-538. learning? What is the current status of labs in our Buy Ebook stance | $39.99 Hodson, D. (1993). Philosophic ofnationï¿½s secondary school science high schools as a context for learning science? This bookunderstanding looks at a range of questions about teachers, curriculum experiences, and children’s of how laboratory experiences t into U.S. high schools: MyNAP members save science: Some preliminary ndings. Interchange, 24, 41-52. 10% Lunetta, online. V.N. (1982). The role What e ective laboratory in teaching? Hofstein, A., and ofisthe laboratory science What does research tell us about learning in Login or Register to teaching: Neglected aspects of research. Review of Educational Research, high school science labs? save! 52(2), 201-217. How should student learning in laboratory experiences be assessed? Hofstein, A., and Lunetta, V.N. (2004). The laboratory in science education: Do all student have access to laboratory Download Free PDF Foundations for the twenty- rst century. experiences? Science Education, 88, 28-54.   What changes need to be made to improve laboratory experiences for high school students? Holden, C. (1990). Animal rights activism threatens dissection. Science, 25, How can school organization contribute to e ective laboratory teaching? 751. With increased attention to the U.S. education Horowitz, P. (1996). Linking models to data: Hypermodels science system and studentfor outcomes, no part of the high school curriculum should escape scrutiny. education. High School Journal, 79(2), 148-156. This timely book investigates factors that Horowitz, P., and Christie, M.A. (2000). Computer-based manipulatives for in uence a high school laboratory experience, closely at what currently takes place teaching scienti c reasoning: An example.looking In M.J. Jacobson and R.B. and what the goals of those experiences are Kozma (Eds.), Innovations in science and mathematics education: and should be. Science educators, school administrators, policy makers, and parents Advanced designs for technologies of learning (pp. 163-191). Mahwah, NJ: will all bene t from a better understanding of the Lawrence Erlbaum. need for laboratory experiences to be an integral part of the science curriculumï¿½and how that accomplished. Jovanovic, J., and King, S.S. (1998). Boys and girls incan thebeperformance-based science classroom: Who’s doing the performing? American Educational Research Journal, 35(3), 477-496. Kesidou, S., and Roseman, J. (2002). How well do middle school science programs measure up? Findings from Project 2061’s curriculum review. Journal of Research in Science Teaching, 39(6), 522-549. Khishfe, R., and Abd-El-Khalick, F. (2002). In uence of explicit and re ective versus implicit inquiry-oriented instruction on sixth graders’ https://www.nap.edu/read/11311/chapter/5#81 47/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578. America's Lab Report: Investigations in High School Science Klopfer, L.E. (1990). Learning scienti c enquiry in the student laboratory. In E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 95-118). London, England: Routledge. Laboratory experiences as a part of most U.S. high school curricula have been taken forand granted | $49.95 Kozma, R.B. (2003).Buy ThePaperback material features of science multiple representations for decades, but they have rarely been carefully their cognitive and social affordancesexamined. for science What dounderstanding. they contribute to science learning? What can they contribute to science Learning and Instruction, 13, 205-226. learning? What is the current status of labs in our Ebook | $39.99 Kuhn, D., Schauble,Buy L., and Garcia-Mila, M. (1992). Cross-domain nationï¿½s high schools as a context for learning This book at a range of 9(4), questions about development of scienti c reasoning. science? Cognition andlooks Instruction, 285how laboratory experiences t into U.S. high schools: MyNAP members save 327.   10% online. What is e ective laboratory teaching? research tell us about learning in Login or Register to Lazarowitz, R., and Tamir, P. (1994). ResearchWhat ondoes using laboratory high school science labs? save! instruction in science. In D.L. Gabel (Ed.), How Handbook of research should student learning inon laboratory experiences be assessed? science teaching and learning (pp. 94-130). New York: Macmillan. Do all student have access to laboratory Download Free and PDF teachers’ Lederman, N.G. (1992). Students’ conceptions of the nature of experiences? changes need be made to improve science: A review of the research. Journal What of Research in to Science laboratory experiences for high school Teaching, 29(4), 331-359. students? Lederman, N.G., Abd-El-Khalick, F., Bell, R.L.,How and R.S. (2002). canSchwartz, school organization contribute to e ective laboratory teaching? Views of nature of science questionnaire: Toward valid and meaningful With increased attention to the U.S. education assessment of learners’ conceptions of nature Journalnoof systemof andscience. student outcomes, part of the high school curriculum should escape scrutiny. Research in Science Teaching, 39(6), 497-521. This timely book investigates factors that Lehrer, R., and Schauble, L. (2004). Scienti cinthinking and science literacy: uence a high school laboratory experience, looking closely at what currently takes place Supporting development in learning contexts. In W. Damon, R. Lerner, K. and what the goals of those experiences are Anne Renninger, and E. Sigel (Eds.), Handbook of child psychology, sixth and should be. Science educators, school administrators, policy makers, and parents will edition, volume four: Child psychology in practice. Hoboken, NJ: John all bene t from a better understanding of the Wiley & Sons. need for laboratory experiences to be an Lehrer, R., Schauble, L., Strom, D., and Pligge, M. (2001). Similarity of form integral part of the science curriculumï¿½and that can be accomplished. and substance: Modeling material kind. Inhow S.M. Carver and D. Klahr (Eds.), Cognition and instruction: Twenty- ve years of progress. Mahwah, NJ: Lawrence Erlbaum. Lemke, J. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex. Linn, M.C. (1997). The role of the laboratory in science learning. Elementary School Journal, 97, 401-417. https://www.nap.edu/read/11311/chapter/5#81 48/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Linn, M.C. (2004). High school science laboratories: How can technology contribute? Presentation to the Committee on High School Science America's Lab Report: Investigations in High School Science Laboratories: Role and Vision. June. Available at: http://www7.nationalacademies.org/bose/June_34_2004_High_School_Labs_Meeting_Agenda.html April Laboratory experiences[accessed as a part of most U.S. high school science curricula have been taken for granted Buy Paperback | $49.95 2005]. for decades, but they have rarely been carefully Linn, M.C., Bell, P., and Hsi, S. (1998). Using the What Internet enhance student examined. do theyto contribute to science learning?integration What can they environment. contribute to science understanding of science: The knowledge learning? What is the current status of labs in our BuyEnvironments, Ebook | $39.99 Interactive Learning 6(1-2), 4-38. nationï¿½s high schools as a context for learning science? This and book looks at a range ofIn questions Linn, M.C., Davis, E., and Bell, P. (2004a). Inquiry technology. M.C. about how laboratory experiences t into U.S. high schools: MyNAP save Internet environments for science Linn, E. Davis, andmembers P. Bell, (Eds.), 10% online.NJ: Lawrence Erlbaum. What is e ective laboratory teaching? education. Mahwah, What does research tell us about learning in Login or Register to Linn, M.C., Davis, E., and Bell, P. (Eds.). (2004b). Internet environments for high school science labs? save! science education. Mahwah, NJ: Lawrence How Erlbaum. should student learning in laboratory experiences be assessed? Linn, M.C., and Hsi, S. (2000). Computers, teachers, peers. Mahwah, NJ: Do all student have access to laboratory Download Free PDF Lawrence Erlbaum. experiences? What changes need toto be made to improve Linn, M.C., and Songer, B. (1991). Teaching thermodynamics middle laboratory experiences for high school school children: What are appropriate cognitive students? demands? Journal of How can school organization contribute to Research in Science Teaching, 28(10), 885-918. e ective laboratory teaching? Lunetta, V.N. (1998). The school science laboratory. In B.J. Fraser and K.G. With increased attention to the U.S. education systemeducation and student outcomes, no part of the Tobin (Eds.), International handbook of science (pp. 249-262). high school curriculum should escape scrutiny. London, England: Kluwer Academic. This timely book investigates factors that Lynch, S. (2004). What are the effects of highly rated,a high lab-based curriculum in uence school laboratory experience, looking closely at what currently takes place materials on diverse learners? Presentation to the Committee on High and what the goals of those experiences are School Science Laboratories: Role and Vision. July be. 12.Science Available at: school and should educators, administrators, policy makers, and parents will http://www7.nationalacademies.org/bose/July_12all bene t from a better understanding of the 13_2004_High_School_Labs_Meeting_Agenda.html [accessed need for laboratory experiencesOct. to be an integral part of the science curriculumï¿½and 2004]. how that can be accomplished. Lynch, S., Kuipers, J., Pyke, C., and Szesze, M. (In press). Examining the effects of a highly rated science curriculum unitinstructional unit on diverse populations: Results from a planning grant. Journal of Research in Science Teaching. Lynch, S., and O’Donnell, C. (2005). The evolving de nition, measurement, and conceptualization of delity of implementation in scale-up of highly rated science curriculum unitsintegrated instructional units in diverse middle schools. Paper presented at the annual meeting of the American Educational Research Association, April 7, Montreal, Canada.   https://www.nap.edu/read/11311/chapter/5#81 49/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… McRobbie, and Investigations Fraser, B.J. (1993). Associations America's Lab C.J., Report: in High School between Science student × outcomes and psychosocial science environment. Journal of Educational Research, 87, 78-85. Meichtry, Y.J. (1993). The impact of science curricula on student views Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted about the natureBuy of science. Journal of Research in Science Teaching, Paperback | $49.95 for decades, but they have rarely been carefully 30(5), 429-443. examined. What do they contribute to science Metz, K.E. (2004). Children’s understanding ofWhat scienti c inquiry: Their learning? can they contribute to science learning? What is the current status of labs in our conceptualization of uncertainty in investigations of their own design. Buy Ebook | $39.99 nationï¿½s high schools as a context for learning Cognition and Instruction, 22(2), 219-290. science? This book looks at a range of questions about how laboratory experiences t into U.S. high schools: Meyer, K., and Woodruff, E. (1997). MyNAP members save Consensually driven explanation in 10% online. science teaching. Science Education, 80, 173-192. What is e ective laboratory teaching? What does research tellscience us about learning in Login or Register to Millar, R. (1998). Rhetoric and reality: What practical work in high school science labs? save! education is really for. In J. Wellington (Ed.), work in school HowPractical should student learning in laboratory experiences be assessed? science: Which way now? (pp. 16-31). London, England: Routledge.   Do all student have access to laboratory experiences? What changes need to be made to improve experiences high schoolof Millar, R. (2004). The role of practical work inlaboratory the teaching andforlearning students? science. Paper prepared for the Committee oncan High School Science How school organization contribute to Laboratories: Role and Vision. Available at:e ective laboratory teaching? With increased attention to the U.S. education http://www7.nationalacademies.org/bose/June3system and student outcomes, no part of the high school curriculum should escape 4_2004_High_School_Labs_Meeting_Agenda.html [accessed April scrutiny. This timely book investigates factors that 2005]. in uence a high school laboratory experience, looking closely at what currently takes place andlearn: what theBrain, goals of mind, those experiences are National Research Council. (1999). How people and should be. Science educators, school experience, and school. Committee on Developments in the Science of administrators, policy makers, and parents will all bene t from a better understanding of the Learning, J.D. Bransford, A.L. Brown, and R.R. Cocking (Eds.). Washington, need for laboratory experiences to be an DC: National Academy Press. integral part of the science curriculumï¿½and National Research Council. (2001). Eager to learn: our how thatEducating can be accomplished. Download Free PDF preschoolers. Committee on Early Childhood Pedagogy. B.T. Bowman, M.S. Donovan, and M.S. Burns (Eds.). Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2005). Systems for state science assessment. Committee on Test Design for K-12 Science Achievement, M.R. Wilson and M.W. Bertenthal (Eds.). Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. https://www.nap.edu/read/11311/chapter/5#81 50/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Osborne, R., and Freyberg, P. (1985). Learning in science: The implications of children’s science.Investigations London, England: Heinemann. America's Lab Report: in High School Science Partnership for 21st Century Skills. (2003). Learning for the 21st century. Washington, DC: Author. Available at:Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted http://www.21stcenturyskills.org/reports/learning.asp [accessed April Buy Paperback | $49.95 for decades, but they have rarely been carefully 2005]. examined. What do they contribute to science Pea, R., Mills, M., and Takeuchi, L. (Eds).learning? (2004). Making Science What can theySENS: contribute to science learning? What is the current status of labs in our education networks sensors. BuyofEbook | Report $39.99from an OMRON-sponsored nationï¿½s high schools as a context for learning workshop of the Media-X Program atscience? Stanford University, October 3. about This book looks at a range of questions how laboratory experiences t into U.S. high schools: Stanford, CA: Stanford Center MyNAP members savefor Innovations in Learning. Available at:: 10% online. http://www.makingsens.stanford.edu/index.html [accessed 2005]. What is e ective laboratoryMay teaching?   What does research tell us about learning in Login or Register to high school science labs? Raghubir, K.P.save! (1979). The laboratory investigative approach to science How should student learning in laboratory instruction. Journal of Research in Scienceexperiences Teaching, 13-18. be16, assessed? Do all student have access to laboratory Download PDF Reif, F., and St. John, M. (1979)Free Teaching physicists thinking skills in the experiences? laboratory. American Journal of Physics, 47(11), 950-957. What changes need to be made to improve laboratory experiences for high school Reiner, M., Pea, R.D., and Shulman, D.J. (1995). Impact of simulator-based students? instruction on diagramming in geometrical optics by organization introductory How can school contribute to e ective laboratory teaching? 4(3), 199physics students. Journal of Science Education and Technology, With increased attention to the U.S. education 225. system and student outcomes, no part of the high school curriculum should escape scrutiny. Reiser, B.J., Tabak, I., Sandoval, W.A., Smith, B.K., Steinmuller, F., and Leone, This timely book investigates factors that A.J. (2001). BGuILE: Strategic and conceptual scaffolds for scienti c in uence a high school laboratory experience, inquiry in biology classrooms. In S.M. Carver and D. Klahr (Eds.), takes place looking closely at what currently and what the goals of those experiences are Cognition and instruction: Twenty- ve years of progress (pp. 263-305). and should be. Science educators, school Mahwah, NJ: Lawrence Erlbaum. administrators, policy makers, and parents will bene t from a better understanding Renner, J.W., Abraham, M.R., and Birnie, H.H.all(1985). Secondary school of the need for laboratory experiences to be an students’ beliefs about the physics laboratory, 69, integralScience part of theEducation, science curriculumï¿½and how that can be accomplished. 649-63. Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276. Roschelle, J., Kaput, J., and Stroup, W. (2000). SimCalc: Accelerating students’ engagement with the mathematics of change. In M.J. Jacobsen and R.B. Kozma (Eds). Learning the sciences of the 21st century: Research, design, and implementing advanced technology learning environments (pp. 47-75). Hillsdale, NJ: Lawrence Erlbaum. https://www.nap.edu/read/11311/chapter/5#81 51/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Rosebery, A.S., Warren, B., and Conant, F.R. (1992). Appropriating scienti c discourse: Findings from language classrooms. America's Lab Report: Investigations in minority High School ScienceJournal of the Learning Sciences, 2(1), 61-94. Salomon, G. (1996). Studying novel learning environments as patterns of Laboratory experiences as a part of most U.S. high school science curricula been(Eds.), taken for granted change. In S. Vosniadou, E. De Corte, R. Glaser, and H. have Mandl Buy Paperback | $49.95 for decades, but they have rarely been carefully International perspectives on the design of technology-supported learning examined. What do they contribute to science environments (pp. 363-377). Mahwah,learning? NJ: Lawrence Erlbaum. What can they contribute to science learning? What is the current status of labs in our Sandoval, W.A. (2003). and epistemic aspects of students’ BuyConceptual Ebook | $39.99 nationï¿½s high schools as a context for learning scienti c explanations. Journal of thescience? Learning Sciences, This book looks at a12(1), range5-51. of questions about how laboratory experiences t into U.S. high of schools: Sandoval, W.A., and members Millwood,save K.A. (2005). The quality of students’ use MyNAP online. evidence in10% written scienti c explanations. Cognition and Instruction, What is e ective laboratory teaching? What does research tell us about learning in Login or Register to 23(1), 23-55. high school science labs? save! Sandoval, W.A., and Morrison, K. (2003). High school students’ ideas about How should student learning in laboratory experiences be assessed? theories and theory change after a biological inquiry unit. Journal of Do all student have access to laboratory Download Free40(4), PDF 369-392. Research in Science Teaching, experiences? What changes need to be made to improve Sandoval, W.A., and Reiser, B.J. (2004). Explanation-driven inquiry: laboratory experiences for high school Integrating conceptual and epistemic supports for science inquiry. students? Science Education, 88, 345-372. How can school organization contribute to e ective laboratory teaching? Schauble, L., Glaser, R., Duschl, R.A., Schulze, S., and John, J. (1995). With increased attention to the U.S. education Students’ understanding of the objectivessystem and procedures of and student outcomes, no part of the high school curriculum should escape experimentation in the science classroom. Journal of the Learning scrutiny. This timely book investigates factors that Sciences, 4(2), 131-166. in uence a high school laboratory experience, at what currently takesfrom place Schauble, L., Klopfer, L.E., and Raghavan, K. looking (1991).closely Students’ transition and what the goals of those experiences are an engineering model to a science model and of experimentation. Journal of should be. Science educators, school administrators, policy makers, and parents will Research in Science Teaching, 28(9), 859-882. all bene t from a better understanding of the Shaffer, P.S., and McDermott, L.C. (1992). Research as a guide for need for laboratory experiences to be an curriculum development: An example from introductory electricity. Part integral part of the science curriculumï¿½and how that can be accomplished. II: Design of instructional strategies. American Journal of Physics, 60(11), 1003-1013. Shepardson, D.P., and Pizzini, E.L. (1993). A comparison of student perceptions of science activities within three instructional approaches. School Science and Mathematics, 93, 127-131. Shulman, L.S., and Tamir, P. (1973). Research on teaching in the natural sciences. In R.M.W. Travers (Ed.), Second handbook of research on teaching. Chicago: Rand-McNally.   https://www.nap.edu/read/11311/chapter/5#81 52/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Singer, R.N. (1977). To err or not to err: A question for the instruction of psychomotor skills. Review of Educational Research, 47, 479-489. America's Lab Report: Investigations in High School Science Smith, C.L., Maclin, D., Grosslight, L., and Davis, H. (1997). Teaching for understanding: A study of students’ pre-instruction theories of matter and a comparison of the effectiveness of twoexperiences approaches to teaching Laboratory as a part of most U.S. high school science curricula15, have been taken for granted about matter andBuy density. Cognition and Instruction, 317-394. Paperback | $49.95 for decades, but they have rarely been carefully Smith, C.L., Maclin, D., Houghton, C., and Hennessey, M. contribute (2000). Sixthexamined. What do they to science learning? What can they of contribute science grade students’ epitemologies of science: The impact schoolto science learning? What is the current status of labs in our Buy Ebook | $39.99 experiences on epitemological development. Cognition and Instruction, nationï¿½s high schools as a context for learning science? This book looks at a range of questions about 18, 349-422. how laboratory experiences t into U.S. high schools: Snir, J., Smith,MyNAP C.L., and Raz, G. (2003). Linking phenomena with competing members save online. What is e ective laboratoryto teaching? underlying10% models: A software tool for introducing students the What does research tell us about learning in Login or Register to particulate model of matter. Science Education, 87(6), 794-830. high school science labs? save! Songer, N.B., and Linn, M.C. (1991). How do students’ views learning of science How should student in laboratory experiences be assessed? in uence knowledge integration? Journal of Research in Science Do all student have access to laboratory Download Free PDF Teaching, 28(9), 761-784. experiences?   What changes need to be made to improve laboratory experiences for high school Tabak, I. (2004). Synergy: a complement to emerging patterns of students? distributed scaffolding. Journal of the Learning 13(3), 305-335. How canSciences, school organization contribute to e ective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. Tasker, R. (1981). Children’s views and classroom experiences. Australian This timely book investigates factors that Science Teachers’ Journal, 27, 33-37. in uence a high school laboratory experience, Tiberghien, A., Veillard, L., Le Marechal, J.-F.,looking Buty,closely C., and Millar, R.takes (2000). at what currently place and what the goals of those experiences are An analysis of labwork tasks used in science teaching at upper secondary and should be. Science educators, school school and university levels in several European countries. Science administrators, policy makers, and parents will all bene t from a better understanding of the Education, 85, 483-508. need for laboratory experiences to be an Tobin, K. (1987). Forces which shape the implemented in high integral part ofcurriculum the science curriculumï¿½and thatTeacher can be accomplished. school science and mathematics. Teachinghow and Education, 3(4), 287-298. VandenBerg, E., Katu, N., and Lunetta, V.N. (1994). The role of “experiments” in conceptual change. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA. Webb, N.M., Nemer, K.M., Chizhik, A.W., and Sugrue, B. (1998). Equity issues in collaborative group assessment: Group composition and performance. American Educational Research Journal, 35(4), 607-652. https://www.nap.edu/read/11311/chapter/5#81 53/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… × Webb, N.M., and Palincsar, A.S. (1996). Group processes in the classroom. In D.C. Lab Berliner and Investigations R.C. Calfee (Eds.), Handbook of educational America's Report: in High School Science psychology (pp. 841-873). New York: Macmillan. Wells, M., Hestenes, D., and Swackhamer, G. (1995). A modeling method for high school physics instruction. American Journal of Physics, 63(7), 606Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted 619. Buy Paperback | $49.95 for decades, but they have rarely been carefully Wheatley, J.H. (1975).Evaluating cognitive learning college science examined. Whatin do the they contribute to science learning? What can they laboratory. Journal of Research in Science Teaching, 12,contribute 101-109.to science learning? What is the current status of labs in our Buy Ebook | Causal $39.99models, conceptual change, and White, B.Y. (1993). ThinkerTools: nationï¿½s high schools as a context for learning science? This10(1), book looks at a range of questions about science education. Cognition and Instruction, 1-100. how laboratory experiences t into U.S. high schools: White, B.Y., and Frederiksen, J.R. (1998). Inquiry, modeling, and MyNAP members save 10% online. is estudents. ective laboratory teaching? and metacognition: Making science accessibleWhat to all Cognition What does research tell us about learning in Login or Register to Instruction, 16(1), 3-118. high school science labs? save! White, R.T. (1996). The link between the laboratory and learning. How should student learning in laboratory experiences be assessed? International Journal of Science Education, 18, 761-774. Do all student have access to laboratory Download Free PDF White, R.T., and Gunstone, R.F. (1992). Probing understanding. London, experiences? What changes need to be made to improve England: Falmer. laboratory experiences for high school Wilkenson, J.W., and Ward, M. (1997). The purpose students?and perceived How can school organization contribute to effectiveness of laboratory work in secondary schools. Australian Science e ective laboratory teaching? Teachers’ Journal, 43-55. With increased attention to the U.S. education system and student outcomes, of no part Wong, A.F.L., and Fraser, B.J. (1995). Cross-validation in Singapore theof the high school curriculum should escape scrutiny. science laboratory environment inventory. Psychological Reports, 76, 907This timely book investigates factors that 911. in uence a high school laboratory experience, looking closely at what currently takes place Woolnough, B.E. (1983). Exercises, investigations and experiences. Physics and what the goals of those experiences are Education, 18, 60-63. and should be. Science educators, school   administrators, policy makers, and parents will all bene t from a better understanding of the Yager, R.E., Engen, J.B., and Snider, C.F. (1969). Effects of the laboratory and need for laboratory experiences to be an demonstration method upon the outcomes of instruction in secondary integral part of the science curriculumï¿½and how that can be accomplished. biology. Journal of Research in Science Teaching, 5, 76-86. Zimmerman, C. (2000). The development of scienti c reasoning skills. Developmental Review, 20, 99-149. The National Academies of Sciences, Engineering, and Medicine 500 Fifth St., NW | Washington, DC 20001 https://www.nap.edu/read/11311/chapter/5#81 54/55 2/20/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies… © 2019 National Academy of Sciences. All rights reserved. https://www.nap.edu/read/11311/chapter/5#81 55/55

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