Index
A
AAAS. See American Association for the Advancement of Science
AAPT. See American Association of Physics Teachers
Access, to large databases, 32
Accidents, frequency of, 186–187
American Association for the Advancement of Science (AAAS), 20, 28, 54, 63, 83
American Association of Physics Teachers (AAPT), 158
American Chemical Society, 64–65, 67
American College Testing Service, 47
American Geological Institute, 65
American Institute of Biological Sciences, 64
American Institute of Physics, 65
American Physiological Society, 64
Arons, Arnold, 24
Assessment
large-scale, 68
of student learning in laboratory experiences, 10, 200
in support of learning, informing integrated instructional units, 81
Assistance, expert, providing to schools and teachers, 155–156
B
Benchmarks for Science Literacy, 28
BGuILE science instructional unit, 94, 105
Biological Sciences Curriculum Study (BSCS), 23, 154
Brunner, Jerome, 26
BSCS. See Biological Sciences Curriculum Study
Budgeting for laboratory facilities, equipment, and supplies, 173–174
Building Officials and Code Administrators International, Inc., 183
C
California Department of Education, 30–31
California Institute of Technology, 155
Center for Embedded Networked Sensing (CENS), 106
Changing goals
for the nature of science, 23
for science education, 22–23, 28–29
Chemical Education Materials group, 23
Chemical hygiene plan (CHP), 183
Chemistry That Applies (CTA), scaling up, 82–83
CHP. See Chemical hygiene plan
City University of New York, 155
Clearly communicating purposes, 101
CLP. See Computer as Learning Partner
Community-centered environments, informing integrated instructional units, 81
Complex phenomena and ideas, structured interactions with, 105
Computer as Learning Partner (CLP), 84–85
Computer technologies and laboratory experiences, 103–106
computer technologies designed to support learning, 103–105
computer technologies designed to support science, 105–106
scaffolded representations of natural phenomena, 103–104
structured interactions with complex phenomena and ideas, 105
structured simulations of inaccessible phenomena, 104–105
Conclusions
regarding current high school laboratory experiences, 6
regarding definitions and goals of high school science laboratories, 2
regarding effectiveness of laboratory experiences, 6
regarding laboratory facilities and school organization, 8
regarding state standards and accountability systems, 9
regarding teacher preparation for laboratory experiences, 7
Continued learning about laboratory experiences, 10, 200
Course-taking, disparities in laboratory experiences by variation in, 120–121
CTA. See Chemistry That Applies
Cultivating interest in science and interest in learning science, 77
Current debates, 30–31
Current high school laboratory experiences, 6–9, 197
conclusions regarding, 6
laboratory facilities and school organization, 7–8
state standards and accountability systems, 8–9
teacher preparation for laboratory experiences, 7
Current laboratory experiences, 116–137
features of, 119–120
quality of current laboratory experiences, 123–133
quantity of laboratory instruction, 118–123
summary, 133–134
the unique nature of laboratory experiences, 117–118
Current patterns in implementing safety policies, 184–186
estimated costs of improving laboratory safety, 186
laboratory science safety checklists, 185
Current state of teacher knowledge, in preservice education, 145–148
uneven qualifications of preservice science education, 147–148
uneven qualifications of science teachers, 145–147
Curricula. See also New science curricula, developing;
Post-Sputnik science curricula
changing roles of, 29–30
influence on science instruction, 7, 61–64
D
Databases, access to large, 32
Daugherty, Ellyn, 65
Design of effective laboratory experiences
clearly communicated purposes, 101
integrated learning of science concepts and processes, 102
ongoing discussion and reflection, 102
principles for, 101–102
sequenced into the flow of information, 4, 102
Developing new science curricula, 23–26
new approaches included in post-Sputnik science curricula, 25
Developing practical skills, 77, 92–93
evidence from research on integrated instructional units, 93
evidence from research on typical laboratory experiences, 92–93
Developing scientific reasoning, 76–77, 90–92
evidence from research on integrated instructional units, 91–92
evidence from research on typical laboratory experiences, 90–91
Developing teamwork abilities, 77
Dewey, John, 20–21
Diffusion, across a selectively permeable membrane, 125
Disabilities Education Act, 50
Discovery learning and inquiry, 26–27
Discussion, ongoing, 102
Disparities
in laboratory equipment, 179–180
in supplies, 180–182
Disparities in laboratory experiences, 120–123
by ethnicity, 122–123
and science course offerings, 121–122
variation in course-taking, 120–121
Disparities in laboratory facilities, 177–179
by proportion of minority students, 178
by proportion of students eligible for free or reduced-price lunch, 179
Diverse populations of learners, 10, 200
Diversity increases, 48–51
linguistic and ethnic diversity, 49
in schools, 27
special educational needs, 49–51
in U.S. science education, 48–51
E
The education context, 42–74
policies influencing high school laboratory experiences, 51–67
recent trends in U.S. science education, 43–51
summary, 67–68
Educational goals. See Goals for laboratory experiences
Effectiveness of laboratory experiences, 4–6, 10, 86–101, 200
conclusions regarding, 6
description of the literature review, 86–88
developing practical skills, 92–93
interest in science and interest in learning science, 95–98
mastery of subject matter, 88–90
overall effectiveness of laboratory experiences, 99–101
teamwork, 98–99
understanding the nature of science, 93–95
Emergency Planning and Right-to-Know laws and regulations, 183
Empirical work, understanding the complexity and ambiguity of, 77
Enrollment increases, 48–51
linguistic and ethnic diversity, 49
special educational needs, 49–51
in U.S. science education, 48–51
EPA. See U.S. Environmental Protection Agency
Estimated costs, of improving laboratory safety, 186
Ethnicity, disparities in laboratory experiences by, 122–123
Evidence from research on integrated instructional units
on developing practical skills, 93
on interest in science and interest in learning science, 97–98
on mastery of subject matter, 89–90
on teamwork, 98–99
on understanding the nature of science, 94–95
Evidence from research on typical laboratory experiences
on developing practical skills, 92–93
on interest in science and interest in learning science, 95–96
on mastery of subject matter, 88–89
on teamwork, 98
on understanding the nature of science, 94
Evidence on the effectiveness of laboratory experiences, 195–197
attainment of educational goals in different types of laboratory experiences, 196
principles of instructional design, 197
Examples
of high school chemistry laboratory experiences, 130
of integrated instructional units, 82–85
Examples of professional development focused on laboratory teaching, 151–156
13-week science methodology course, 152–153
Biological Sciences Curriculum Study, 154
Laboratory Learning: An Inservice Institute, 152
professional development partnerships with the scientific community, 154–155
Project ICAN, 153
providing expert assistance to schools and teachers, 155–156
Expert assistance, providing to schools and teachers, 155–156
F
Facilities, equipment
and safety, 168–192
disparities in laboratory equipment, 179–180
disparities in laboratory facilities, 177–179
disparities in supplies, 180–182
laboratory safety, 182–189
providing, 168–192
summary, 189
and supplies, 168–192
budgeting for laboratory facilities, equipment, and supplies, 173–174
designing laboratory experiences and facilities when resources are scarce, 175–177
laboratories on wheels, 176
laboratory design and student learning, 169–173
Feedback, 81
Fermi National Accelerator Laboratory, 132
Fred Hutchinson Cancer Research Center, 154
Frequency of accidents and injuries, 186–187
Future perspectives, 199–201
assessment of student learning in laboratory experiences, 10, 200
continued learning about laboratory experiences, 10, 200
diverse populations of learners, 10, 200
effective teaching and learning in laboratory experiences, 10, 200
school organization for effective laboratory teaching, 10, 200
G
General pedagogical knowledge, 142–143
GenScope program, 104
Goals for laboratory experiences, 3–4, 76–78
cultivating interest in science and interest in learning science, 77
developing practical skills, 77
developing scientific reasoning, 76–77
developing teamwork abilities, 77
in different types of laboratory experiences, attainment of, 196
enhancing mastery of subject matter, 76
understanding the complexity and ambiguity of empirical work, 77
understanding the nature of science, 77
H
Hall, Edwin, 19
Harvard University, 19
HHMI. See Howard Hughes Medical Institute
High school science
role and vision of laboratory experiences in, 16
and undergraduate science achievement, in U.S. science education, 47–48
High school science laboratories
committee definition of laboratory experiences, 3
conclusions regarding, 2
definitions and goals of, 2–4
goal of laboratory experiences, 3–4
History of laboratory education, 18–30
1850-1950, 18–22
1950-1975, 22–27
1975 to present, 27–30
changing goals for science education, 22–23, 28–29
changing goals for the nature of science, 23
changing role of teachers and curriculum, 29–30
development of new science curricula, 23–26
discovery learning and inquiry, 26–27
diversity in schools, 27
How People Learn, 79
Howard Hughes Medical Institute (HHMI), 64, 66, 154, 175
I
ICAN. See Project ICAN
Inaccessible phenomena, structured simulations of, 104–105
Injuries, frequency of, 186–187
Instruction, teachers’ duty of, 182
Instructional design, principles of, 6, 197
Instructional design principles, quality of current laboratory experiences compared with, 123–127
Integrated instructional units, 82–85, 196
assessment to support learning, 81
in community-centered environments, 81
Computer as Learning Partner, 84–85
design of, 81–82
effectiveness of, 5
in knowledge-centered environments, 80–81
in learner-centered environments, 79
principles of learning informing, 79–81
scaling up Chemistry That Applies, 82–83
for science concepts and processes, 102
ThinkerTools, 84
Interactions
with complex phenomena and ideas, structured, 105
with data drawn from the real world, 3, 32
with simulations, 31–32
Interest in science and interest in learning science, 95–98
evidence from research on integrated instructional units, 97–98
evidence from research on typical laboratory experiences, 95–96
student perceptions of typical laboratory experiences, 96–97
International comparative test results, 46–47
International Technology Education Association, 172–173
Introductory Physical Science, 23–24
K
Kilpatrick, William, 21
Knowledge-centered environments, informing integrated instructional units, 80–81
Knowledge Integration Environment project, 92
Knowledge of assessment, 143–144
L
Laboratories on wheels, 176
Laboratory design and student learning, 169–173
Laboratory experiences, 127–131
approaches to learning physics using a pendulum, 128–129
attainment of educational goals in different types of, 196
committee definition of, 3
continued learning about, 10, 200
diffusion across a selectively permeable membrane, 125
disparities in, 120–123
examples of, 130
overall effectiveness of, 99–101
quality of current laboratory experiences compared with a range of, 127–131
role in science education, 193–194
science courses and, 118–120
what students do in, 132–133
Laboratory experiences and facilities, designing when resources are scarce, 175–177
Laboratory experiences and student learning, 75–115, 194–197
computer technologies and laboratory experiences, 103–106
defining, 194–195
effectiveness of laboratory experiences, 86–101
evidence on the effectiveness of laboratory experiences, 195–197
goals of laboratory experiences, 76–78, 195
principles for design of effective laboratory experiences, 101–102
recent developments in research and design of laboratory experiences, 78–85
summary, 106–108
Laboratory experiences for the 21st century, 193–201
current high school laboratory experiences, 197
readiness of teachers and schools to provide laboratory experiences, 198–199
role of laboratory experiences in science education, 193–194
toward the future, 199–201
Laboratory facilities and equipment
role of the scientific community in providing, 65–66
and school organization, 7–8
Laboratory-focused curriculum, role of the scientific community in providing, 65
Laboratory Learning: An Inservice Institute, 152
Laboratory safety, 182–189
checklists for, 185
current patterns in implementing safety policies, 184–186
estimated costs of improving, 186
frequency of accidents and injuries, 186–187
lack of systemic safety enforcement, 187–189
liability for student safety, 182
standards of care for student safety, 183–184
Laboratory Science Teacher Professional Development Program, 154
Laboratory teaching and learning, scheduling, 157–159
Learner-centered environments, informing integrated instructional units, 79
Learners, diverse populations of, 10, 200
Learning goals, need for focus on clear, 6, 123–124
Liability for student safety, 182
teachers’ duty of instruction, 182
teachers’ duty of maintenance, 182
teachers’ duty of supervision, 182
Limitations of the research, 86–87
Linguistic and ethnic diversity, 49
The literature review, 86–88
description of, 86–88
limitations of the research, 86–87
scope of the literature search, 87–88
M
Maintenance, teachers’ duty of, 182
Mann, Charles, 20
Mastery of subject matter, 88–90
evidence from research on integrated instructional units, 89–90
evidence from research on typical laboratory experiences, 88–89
Material Safety Data Sheets, 183
Miller, Jon, 43
Minority students, disparities in laboratory facilities by proportion of, 178
N
NAEP. See National Assessment of Educational Progress
National Aeronautics and Space Administration (NASA), 64
National Assessment of Educational Progress (NAEP), 1, 44–46, 56, 119–120
National Center for Education Statistics, 146
Schools and Staffing survey, 177
National Education Association, 19
National Education Longitudinal Study, 122
National Fire Protection Association, Inc., 183
National Human Genome Research Institute, 67
National Institute for Occupational Safety and Health, 183
National Institutes of Health (NIH), 67
National Research Council (NRC), 2, 14, 57, 79, 129, 146, 149, 171
National Science Achievement test results, 44–46
National Science Education Standards (NSES), 26, 28, 54–56, 59–60, 63
National Science Foundation (NSF), 2, 14, 22–24, 29–30, 43, 59, 65, 106, 119, 175
National Science Teachers Association (NSTA), 159, 172, 183, 187–188
“Negligence,” 182–183
New approaches, included in post-Sputnik science curricula, 25
New science curricula, developing, 23–26
New York, hands-on performance assessment of laboratory learning experiences in, 58
New York State Regents exam, 20, 58, 174
NIH. See National Institutes of Health
No Child Left Behind Act, 54, 57
Noble Foundation, 67
Northeastern University, 155
NRC. See National Research Council
NSF. See National Science Foundation
NSTA. See National Science Teachers Association
O
Organisation for Economic Co-Operation and Development (OECD), Programme for International Student Assessment, 44, 46–47
OSHA. See U.S. Occupational Safety and Health Administration
P
Partnership for the Assessment of Standards-Based Science (PASS), 59
Pedagogical knowledge
content, 141–142
general, 142–143
Pendulum, approaches to learning physics using, 117, 126, 128–129
Performance assessment of laboratory learning, 58–59
experiences in New York, 58
experiences in Vermont, 59
Physical manipulation, of the real-world substances or systems, 31
Physical Science Study Committee (PSSC), 22–24
Piaget, Jean, 24
PISA. See Programme for International Student Assessment
Polanyi, Michael, 23
Policies influencing high school laboratory experiences, 51–67
influence of curriculum on science instruction, 61–64
role of the scientific community, 64–67
science standards and assessments, 53–61
state high school graduation requirements, 51–52
state requirements for higher education admissions, 52–53
Post-Sputnik science curricula, 22
new approaches included in, 25
Practical skills, developing, 77, 92–93
Preservice science education, uneven qualifications of, 147–148
Principles of learning informing integrated instructional units, 79–81
assessment to support learning, 81
community-centered environments, 81
knowledge-centered environments, 80–81
learner-centered environments, 79
Professional development, partnerships with the scientific community, 154–155
Professional development for laboratory teaching, 149–156
examples of professional development focused on laboratory teaching, 151–156
potential of professional development for improved laboratory teaching, 150–151
Programme for International Student Assessment (PISA), 44, 46–47
Project ICAN, 153
Project Physics, 24
Project SEED, 67
PSSC. See Physical Science Study Committee
Public understanding of science, in the United States, 43–44
Purposes, clearly communicating, 101
Q
Qualifications
of preservice science education, uneven, 147–148
of science teachers, uneven, 145–147
Quality of current laboratory experiences, 6, 123–133
comparison with a range of laboratory experiences, 127–131
comparison with instructional design principles, 123–127
isolation from the flow of science instruction, 124–126
lack of focus on clear learning goals, 123–124
lack of reflection and discussion, 127
little integration of science content and science process, 126–127
what students do in laboratory experiences, 132–133
Quantity of laboratory instruction, 118–123
disparities in laboratory experiences, 120–123
science courses and laboratory experiences, 118–120
R
Readiness of teachers and schools to provide laboratory experiences, 198–199
Reflection and discussion
lack of, 127
ongoing, 102
Remote access to scientific instruments and observations, 32
Representations of natural phenomena, scaffolded, 103–104
Research, development, and implementation of effective laboratory experiences, 9–11, 79–85
assessment of student learning in laboratory experiences, 10, 200
continued learning about laboratory experiences, 10, 200
design of integrated instructional units, 81–82
diverse populations of learners, 10, 200
effective teaching and learning in laboratory experiences, 10, 200
examples of integrated instructional units, 82–85
principles of learning informing integrated instructional units, 79–81
recent developments in, 78–85
school organization for effective laboratory teaching, 10, 200
RE-SEED. See Retirees Enhancing Science Education through Experiments and Demonstration
Resource Conservation and Recovery Act, 183–184
Retirees Enhancing Science Education through Experiments and Demonstration, 155
S
School organization, for effective laboratory teaching, 10, 200
Schools and Staffing Survey, 177
Science achievement in secondary school, 44–47
results of international comparative tests, 46–47
results of National Science Achievement Tests, 44–46
in U.S. science education, 44–47
Science content knowledge, 140–141
little integration with science process, 126–127
Science course offerings, 118–119
disparities in laboratory experiences by, 121–122
Science courses and laboratory experiences, 118–120
features of current laboratory experiences, 119–120
science course-taking, 118–119
Science for All Americans, 26
Science instruction, isolation from the flow of, 124–126
Science Laboratory Environment Inventory (SLEI), 96–97
Science standards and assessments, 53–61
hands-on performance assessment of laboratory learning, 58–59
implementing state standards, 57, 60–61
state science assessments and the goals of laboratories, 55–57
state science standards and the goals of laboratories, 54–55
The scientific community, 64–67
providing laboratory facilities and equipment, 65–66
providing laboratory-focused curriculum, 65
providing student internships, 66–67
Scientific issues, making informed decisions about, 1
Scientific reasoning, developing, 76–77, 90–92
Scientific societies, 64
Silliman, Benjamin, 19
Simulations of inaccessible phenomena, structured, 104–105
SLEI. See Science Laboratory Environment Inventory
Special education, need for, 49–51
Sputnik. See Post-Sputnik science curricula
State high school graduation requirements, 51–52
State requirements for higher education admissions, 52–53
State science assessments and the goals of laboratories, 55–57
State standards and accountability systems, 8–9
conclusions regarding, 9
and the goals of laboratories, 54–55
Structured interactions, with complex phenomena and ideas, 105
Structured simulations, of inaccessible phenomena, 104–105
Student activities included among laboratory experiences, 31–32
access to large databases, 32
enabling by Internet links, 32
interaction with data drawn from the real world, 32
interaction with simulations, 31–32
physical manipulation of the real-world substances or systems, 31
remote access to scientific instruments and observations, 32
Student perceptions of typical laboratory experiences, and interest in science and interest in learning science, 96–97
Student safety, standards of care for, 183–184
Students
carrying out laboratory investigations, 1
diverse populations of, 10, 200
eligible for free or reduced-price lunch, disparities in laboratory facilities by proportion of, 179
role of the scientific community in providing internships for, 66–67
Subject matter, enhancing mastery of, 76
Supervision, teachers’ duty of, 182
Support
for laboratory teaching, 156–159
scheduling laboratory teaching and learning, 157–159
for teachers with professional development, 156–157
Systemic safety enforcement, lack of, 187–189
T
Teacher and school readiness for laboratory experiences, 138–167
summary, 160
supporting laboratory teaching, 156–159
Teacher knowledge for a range of laboratory experiences, 139–145
general pedagogical knowledge, 142–143
knowledge of assessment, 143–144
pedagogical content knowledge, 141–142
science content knowledge, 140–141
Teachers
changing roles of, 29–30
knowledge in action, 144–145
preparation for laboratory experiences, 7
uneven qualifications of, 145–147
Teachers’ capacity to lead laboratory experiences, 139–156
current state of teacher knowledge—preservice education, 145–148
professional development for laboratory teaching, 149–156
Teachers’ duties
instruction, 182
maintenance, 182
supervision, 182
“Teaching for understanding,” 157
Teamwork, 98–99
evidence from research on integrated instructional units, 98–99
evidence from research on typical laboratory experiences, 98
Teamwork abilities, developing, 77
ThinkerTools, 81, 84, 94, 97–98, 103–104
13-week science methodology course, 152–153
TIMSS. See Trends in International Mathematics and Science Study
Toxic Substances Control Act, 183–184
Trends in International Mathematics and Science Study (TIMSS), 44, 46, 62–63
Trends in U.S. science education, 43–51
high school science and undergraduate science achievement, 47–48
public understanding of science, 43–44
rising enrollments and increasing diversity, 48–51
science achievement in secondary school, 44–47
toward the future, 199–201
Typology
of school laboratory experiences, 36
of scientists’ activities, 35
U
Understanding the nature of science, 77, 93–95
evidence from research on integrated instructional units, 94–95
evidence from research on typical laboratory experiences, 94
U.S. Census Bureau, 177
U.S. Constitution, 27
U.S. Department of Energy, 64, 154
U.S. Environmental Protection Agency (EPA), 183
U.S. General Accounting Office (GAO), 169, 177
U.S. Geological Survey, 65
U.S. Occupational Safety and Health Administration (OSHA), 183
V
Vanderbilt University, 154
Variety in laboratory experiences, 33–34
Vermont, hands-on performance assessment of laboratory learning experiences in, 59