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3 Laboratory Experiences and Student Learning - America's Lab Report - Investigations in High School Science - The National Academies Press PDF
3 Laboratory Experiences and Student Learning - America's Lab Report - Investigations in High School Science - The National Academies Press PDF
ational Academies…
Buy Ebook | $39.99 learning? What is the current status of labs in our
nation�s high schools as a context for learning
science? This book looks at a range of questions about
how laboratory experiences t into U.S. high schools:
MyNAP members save
10% online.
3
Login or Register to
What is e ective laboratory teaching?
What does research tell us about learning in
Laboratory Experiences
save!
How and Student
high school science labs?
should student learning in laboratory
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
enhancing mastery of science subject matter,
system developing
and student outcomes, no part of the
high school curriculum should escape scrutiny.
scienti c reasoning abilities, increasing understanding
This timely book investigatesof the that
factors
complexity and ambiguity of empirical work,
in uence developing
a high school laboratory experience,
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 science
and should learning,
be. Science 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 need experiences will be more
for laboratory experiences to be an
integral part of the science
likely to achieve these goals if they (1) are designed with clear curriculum�and
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 1/55
10/3/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies…
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
attainment of thoseBuygoals. The review of research evidence have draws onforthree
Paperback | $49.95
school science curricula been taken
for decades, but they have rarely been carefully
granted
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10/3/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies…
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concepts and of the way in which these facts and concepts are
America'sorganized
Lab Report: Investigations
in the in High School Science
scienti c disciplines.
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 There
Buy Paperback | $49.95
school science curricula have been taken for granted
is a larger body of research onfor
howdecades, but theylearn
students have rarely been carefully
science that is
examined. What do they contribute to science
not considered in depth here because the committee’s
learning? focus istoscience
What can they contribute science
learning throughBuy
laboratory
Ebook experiences. The larger body of research is
| $39.99 learning? What is the current status of labs in our
nation�s 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
Learn: Science in the Classroom; it is also considered
how laboratory in ant ongoing
experiences into U.S. high schools:
MyNAP members save
National Research Council study of science
10% online. learning in grades K-8.
What is e ective laboratory teaching?
Login or Register to What does research tell us about learning in
save! high school science labs?
How should student learning in laboratory
experiences be assessed?
investigations;Download
to designFree
andPDF
conduct scienti c investigations;
Do all student to
have access to laboratory
experiences?
develop and revise scienti c explanations and models; to recognize
What changes need to be made to improve
and analyze alternative explanations and models;
laboratory and toformake
experiences and
high school
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?
e ective laboratory scienti c
With increased
language appropriately, constructing a reasoned argument, attention to the U.S. education
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
Understanding the complexity and ambiguity
in uenceof empirical
a high work. experience,
school laboratory
looking closely at what currently takes place
Interacting with the unconstrained environment of the
and what the goals material
of those world
experiences are
in laboratory experiences may help students
and shouldconcretely understand
be. Science educators, school
administrators, policy makers, and parents will
the inherent complexity and ambiguityallofbenenatural phenomena.
t from a better understanding of the
Laboratory experiences may help students need forlearn to address
laboratory experiencestheto be an
integral part of the science curriculum�and
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 well-
de ned scienti c procedures.
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Understanding of the nature of science. Laboratory experiences may
America'shelp
Labstudents
Report: to Investigations
understand the in High
valuesSchool Science inherent in
and assumptions
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,
experiences and
as a part of most U.S. high
explanations change
Buy Paperback
over time|on $49.95
school scienceof
the basis curricula have been taken for granted
new evidence.
for decades, but they have rarely been carefully
Cultivating interest in science andexamined.
interestWhat
in learning science.
do they contribute As a
to science
result of laboratory experiences that make
learning? Whatscience “come alive,”
can they contribute to science
×
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
separate from the Buy Paperback
ow of classroom|science
$49.95
school science curricula have
instruction andbeen
oftentaken for granted
lacked
for decades, but they have rarely been carefully
clear learning goals. Because this approach remains
examined. What docommon today,
they contribute we
to science
refer to these isolated interactions withlearning?
natural What can they contribute
phenomena to science
as “typical”
laboratory experiences.
Buy Ebook | $39.99
2 Re ecting thisnation�s
separation,
learning? What is the current status of labs in our
researchers
high schools as a contextoften
for learning
science? This book looks
engaged students in one or two experiments or other science activities at a range of questions about
how laboratory experiences t into U.S. high schools:
MyNAP members
and then conducted save to determine whether their
assessments
understanding 10%
of online.
the science concept underlying What is ethe ective laboratory
activity hadteaching?
Login or Register to What does research tell us about learning in
increased. Some studies directly compared measures of student
high school science labs? learning
save!
following laboratory experiences with measures of student
How should learning
student learning in laboratory
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
integratingattentionlaboratory
to the U.S. education
experiences and other forms of instruction into systeminstructional
and student outcomes, no part ofin
sequences the
high school curriculum should escape scrutiny.
order to help students progress toward science learning
This timely goals. These
book investigates factors that
studies draw on principles of learning derived froma the
in uence rapidlaboratory
high school 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
design science instruction, including laboratory experiences,
and should in order
be. Science educators, to
school
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 need learning sequences,
for laboratory experiencesthe to be an
integral part of the science curriculum�and
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.
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students move toward a more scienti c understanding. In this way,
America's Lab Report:
understanding Investigations
scienti c knowledgeinoften
Highrequires
School Science
a change in—not just an
addition to—what students notice and understand about the world
(National Research Council, 2005).
Laboratory experiences as a part of most U.S. high
Buy Paperback | $49.95
school science curricula have been taken for granted
for decades, but they have rarely been carefully
examined. What do they contribute to science
Knowledge-Centered Environments
learning? What can they contribute to science
Buy Ebook | $39.99learning? What is the current status of labs in our
nation�s 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
that learning is enhanced when the environment is knowledge-centered.t into U.S. high schools:
MyNAP members save
That is, the laboratory
10% online.experiences and other instruction
What included
is e ective laboratory in
teaching?
Login or Register
integrated instructional unitstoare designed to
What doesstudents
help research telllearn
us about learning in
with
save! high school science labs?
understanding, rather than simply acquiringHow sets of disconnected
should student learning infacts and
laboratory
skills (National Research Council, 1999). experiences be assessed?
Download Do all student have access to laboratory
Free PDF with which
In science, the body of knowledge students must engage
experiences?
includes accepted scienti c ideas about natural phenomena
What changes need to beasmade
welltoas an
improve
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
How experiences, which
can school organization include
contribute to
e ective laboratory teaching?
mastery of subject matter (accepted scienti c ideas about phenomena) and
With increased attention to the U.S. education
several goals related to the processes of science
system(understanding
and student outcomes, the
no part of the
high school curriculum
complexity of empirical work, development of scienti c reasoning). should escape scrutiny.
This timely book investigates factors that
Research on student thinking about scienceinshowsuence aahigh
progression of ideas
school laboratory experience,
about scienti c knowledge and how it is justi ed. At the rst stage,
looking closely at what currently takes place
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
characterize discrepant ideas and evidence administrators,
as “mere opinion.” Eventually,
policy makers, and parents will
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
integral part of theshown that a large
science curriculum�and
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
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unproductive problem-solving strategy very quickly and substitute a more
America's Lab Report:
productive Investigations
one, whereas in High
students with lessSchool
effective Science
metacognitive skills
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,
experiences as a part (2) selecting
of most U.S. high
thinking strategies Buy Paperback
deliberately, and|(3)
$49.95
school science curricula
monitoring one’shave been taken
progress for granted
during
for decades, but they have rarely been carefully
problem solving. examined. What do they contribute to science
A nal aspect of knowledge-centeredlearning? learning,
What which
can they may be particularly
contribute to science
relevant to integrated
Buyinstructional
Ebook | $39.99 learning? What is the current status of labs in our
units, is that the practices and
nation�s high schools as a context for learning
activities in which people engage whilescience?
learning shape
This book what
looks theyoflearn.
at a range questions about
how laboratory experiences t into U.S. high schools:
Transfer (theMyNAP
ability members
to apply learning
save in varying situations) is made
10%
possible to the online.
extent that knowledge and learning are grounded
What is e ective in
laboratory teaching?
Login or Register to What does research tell us about learning in
multiple contexts. Transfer is more dif cult when a concept is taught in a
save! high school science labs?
limited set of contexts or through a limited How set of activities.
should By in laboratory
student learning
experiences be assessed?
encountering the same concept at work in multiple contexts (such as in
Download Free PDF Do all student have access to laboratory
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 Howof the
can concept
school andcontribute
organization how it to
can be used as well as the ability to transferewhat
ective laboratory teaching?
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
Assessment to Support Learning
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
integrated instructional units is that assessment can bepolicy
administrators, used to support
makers, and parents will
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
integralinpart
most classrooms.
of the This
science curriculum�and
how that can be accomplished.
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
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principle, including formative self-assessment tools that help students
America's
advanceLab Report:
toward Investigations
several of the goalsinofHigh Schoolexperiences.
laboratory Science
Community-Centered Environments
Laboratory experiences as a part of most U.S. high
Research has shown BuyPaperback
that learning is|enhanced
$49.95
school science
in acurricula have beensetting,
community taken for granted
for decades, but they have rarely been carefully
when students and teachers share norms that What
examined. value doknowledge
they contributeand
to science
participation (see Cobb et al., 2001). Such norms
learning? Whatincrease people’s
can they contribute to science
Buy Ebookto
opportunities and motivation $39.99learning? What is the current status of labs in our
| interact, receive feedback, and learn.
nation�s high schools as a context for learning
Learning is enhanced when students have multiple
science? This bookopportunities
looks at a range of to
questions about
how laboratory experiences t into U.S. high schools:
articulate their ideasmembers
MyNAP to peerssave
and to hear and discuss others’ ideas. A
10% online.
community-centered classroom environment Whatmay
is e not
ectivebe organized
laboratory teaching?in
Login or Register to What does research tell us about learning in
traditional ways. For example, in science classrooms, the teacher is often
save! high school science labs?
the sole authority and arbiter of scienti c knowledge, placing
How should student students
learning in a
in laboratory
experiences be assessed?
relatively passive role (Lemke, 1990). Such an organization may promote
Download Free PDF Do all student have access to laboratory
students’ view that scienti c knowledge is aexperiences?
collection of facts about the
What changesto
world, authorized by expert scientists and irrelevant need to be made
students’ ownto improve
laboratory experiences for high school
experience. The instructional units discussed below have attempted to
students?
restructure the social organization of the classroom andorganization
How can school encourage contribute to
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.
Design of Integrated Instructional Units
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
integrated instructional units that include laboratory experiences
and what the goals with are
of those experiences
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 curriculum�and
how that can be accomplished.
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
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Linn, Davis, and Bell, 2004a; Cobb et al., 2003; Design-Based Research
America's Lab 2003).
Collective, 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
Laboratory experiences questions, designing
as a part of most U.S. high
and executing experiments,
Buy Paperback | $49.95
gathering schoolanalyzing
and science curricula
data, have
andbeen taken for granted
constructing
for decades, but they have rarely been carefully
arguments and conclusions as they carry out investigations.
examined. What do they contribute Diagnostic,
to science
formative assessments are embedded into theWhat
learning? instructional sequences
can they contribute to scienceand
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×
of matter. Created by researchers at the Michigan Department of
America's Lab (Blakeslee
Education Report: Investigations in High
et al., 1993), this School Science
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
curricula (Kesidou and Roseman, 2002).LaboratoryStudent experiences
groups as a part of four
explore most U.S. high
Buy Paperback
chemical reactions—burning, rusting,| $49.95
school science curricula have been taken for granted
the decomposition
for decades, but they haveof water,
rarely and the
been carefully
volcanic reaction of baking soda and vinegar. examined.They
What do cause these reactions
they contribute to science to
learning? What can they contribute to science
happen, obtain and record data in individual notebooks, analyze the data,
Buy Ebook | $39.99
and use evidence-based arguments to explain
learning? What is the current status of labs in our
nation�s the data. as a context for learning
high schools
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”
Login or Register to What does research tell us about learning in
through many experiences
save! with the reactions highandschoolbyscience
group and individual
labs?
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
Free PDF Do“science talk”
all student have during
access teacher
to laboratory
demonstrations and during student experiments. experiences?
What changes need to be made to improve
Researchers at George Washington University, laboratory in experiences
a partnership for highwith
school
Montgomery County public schools in Maryland, are currently conducting
students?
How can school organization contribute to
a ve-year study of the feasibility of scaling eup effective integrated
ective laboratory teaching?
instructional units, including CTA (Lynch, Kuipers, With increasedPyke, and Szesze,
attention to the U.S.ineducation
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 This timelyschools using traditional
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 and what1,500 students,
the goals of those experiences are
and should
participated in the CTA curriculum, while all 8th graders in the be. Science educators,
matched school
administrators, policy makers, and parents will
schools used the science curriculum materials normally
all bene available.
t from a better Students
understanding of the
were given pre- and posttests. need for laboratory experiences to be an
integral part of the science curriculum�and
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),
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black and Hispanic students, English language learners, and students
America's
eligibleLab
for Report: Investigations
special educational in High School
services—scored Science
signi cantly higher than
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
Laboratorystudents,
experienceslow-income
as a part of most U.S. high
students, and English
Buylanguage
Paperback | $49.95
school science curricula have been taken for granted
learners.
for decades, but they have rarely been carefully
Based on these encouraging results, examined.
CTA wasWhat scaled upcontribute
do they to include about
to science
6,000 8th graders in 20 schools in 2003-2004 andcan
learning? What 12,000 8th graders
they contribute in 37
to science
schools in 2004-2005
Buy(Lynch
Ebookand
| $39.99learning? What is the current status of labs in our
O’Donnell, 2005).
nation�s 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?
Login or Register to What does research tell us about learning in
ThinkerTools
high school science labs?
save!
How should student learning in laboratory
The ThinkerTools instructional unit is a sequence
experiencesof laboratory
be assessed?
Download Freeactivities
PDF Do all student have access to laboratory
experiences and other learning that, in its initial version, yielded
experiences?
substantial gains in students’ understandingWhat of Newton’s
changes need laws
to beof motion
made to improve
laboratory experiences for high school
(White, 1993). Building on these positive results, ThinkerTools was
students?
expanded to focus not only on mastery of these How can laws of organization
school motion but also on
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
system were guided
and student to reno ect
outcomes, onthe
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 inunit was
uence designed
a high to help
school laboratory them
experience,
learn about science processes as well as about theclosely
looking subject
at whatofcurrently
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
hypotheses, conduct empirical investigations, work with
administrators, conceptually
policy makers, and parents will
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 curriculum�and
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
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×
through a hypothetical research study. Gains in scores for students in the
America's Labself-assessment
re ective Report: Investigations in High
classes and School
control Sciencewere compared.
classrooms
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
Laboratory classes
experiences as a part of most U.S. high
exhibited greater gains
Buy Paperback
on a test of | $49.95
school scienceskills.
investigative curricula havewas
This been especially
taken for granted
for decades, but they have rarely been carefully
true for low-achieving students. The researchers
examined. Whatfurther analyzed
do they contribute speci c
to science
components of the associated scienti clearning?processes—formulation
What can they contribute to ofscience
hypotheses, designing
Buyan Ebook | $39.99
experiment,
learning? What is the current status of labs in our
predicting results, drawing
nation�s high schools as a context for learning
conclusions from made-up results, andscience? relating
This those conclusions
book looks back toabout
at a range of questions
how laboratory experiences t into U.S. high schools:
the original hypotheses.
MyNAP members Students
save in the re ective-self-assessment classes
did better on10% online.
all of these components than those inective
What is e control classrooms,
laboratory teaching?
Login or Register to What does research tell us about learning in
especially on the more dif cult components (drawing conclusions and
save! high school science labs?
relating them to the original hypotheses). How should student learning in laboratory
experiences be assessed?
Download Free PDF Do all student have access to laboratory
Computer as Learning Partner
experiences?
What changes need to be made to improve
laboratory experiences for high school
Beginning in 1980, a large group of technologists,
students? classroom teachers, and
education researchers developed the Computer How can asschool
Learning Partner
organization (CLP)
contribute to
e ective laboratory teaching?
With increased attention to the U.S. education
system and student outcomes, no part of the
integrated instructional unit. Over 10 years, high
theschool
teamcurriculum
developedshouldand
escape scrutiny.
tested
This timely book investigates factors that
eight versions of a 12-week unit on thermodynamics.
in uence a highEach year,
school a cohort
laboratory of
experience,
about 300 8th grade students participated in a sequence
looking of teaching
closely at what and
currently takes place
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
students’ understanding of the difference between heatpolicy
administrators, andmakers,
temperature
and parents will
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
integral part other
of the forms
science of
curriculum�and
how that can be accomplished.
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
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×
each others’ investigations and encouraging them to re ect on their own
America's Lab Report: Investigations in High School Science
thinking.
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
Laboratory 3 percent as aof
partmiddle school
of most U.S. high
students could adequately
Buy Paperback | $49.95
explain the school science between
difference curricula have beenand
heat taken for granted
for decades, but they have rarely been carefully
temperature. Eight versions later, about half ofWhat
examined. thedo students participating
they contribute to science
in CLP could explain this difference, representing
learning? What cana 400 percenttoincrease
they contribute science in
achievement. In addition,
Buy Ebook
nearly| 100
$39.99 learning? What is the current status of labs in our
percent of students who participated
nation�s high schools as a context for learning
in the nal version of the instructional science?
unit demonstrated
This book looks at a understanding of
range of questions about
how laboratory experiences t into U.S. high schools:
conductors (Linn
MyNAP and Songer,save
members 1991). By comparison, only 25 percent of a
10% online. chemistry studentsWhat
group of undergraduate at the
is e University
ective laboratory ofteaching?
California
Login or Register to What does research tell us about learning in
at Berkeley could adequately explain the difference between heat and
save! high school science labs?
temperature. A longitudinal study comparing How high
shouldschool
studentseniors
learning inwholaboratory
experiences be assessed?
participated in the thermodynamics unit in middle school with seniors who
Download Free PDF Do all student have access to laboratory
had received more traditional middle schoolexperiences?
science instruction found a 50
percent improvement in CLP students’ performance What changes inneed to be made to improve
distinguishing
laboratory experiences for high school
between heat and temperature (Linn and Hsi, 2000)
students?
Participating in the CLP instructional unitHow alsocanincreased students’
school organization contribute to
e ective laboratory teaching?
interest in science. Longitudinal studies of CLP participants revealed that,
With increased attention to the U.S. education
among those who went on to take high school physics,
system over
and student 90 percent
outcomes, no part of the
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.
in uence Byschool
a high comparison, only
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
and should to their
be. Science lives,school
educators, and
only 30 percent could give examples in theiradministrators,
daily lives policy
(Linn makers, and parents will
and Hsi,
all bene t from a better understanding of the
2000). need for laboratory experiences to be an
integral part of the science curriculum�and
how that can be accomplished.
EFFECTIVENESS OF LABORATORY
EXPERIENCES
×
emerging research focusing on integrated instructional units. In reviewing
America's Lab Report:
both bodies Investigations
of research, we aim to in High how
specify School Scienceexperiences can
laboratory
further each of the science learning goals outlined at the beginning of this
chapter.
Laboratory experiences as a part of most U.S. high
Buy Paperback | $49.95
school science curricula have been taken for granted
Limitations of the Research
for decades, but they have rarely been carefully
examined. What do they contribute to science
Our review was complicated by weaknesses inWhat
learning? thecanearlier research
they contribute on
to science
Buy Ebook |isolated
typical laboratory experiences,
learning? What is the current status of labs in our
$39.99from the stream of instruction
nation�s high schools as a context for learning
(Hofstein and Lunetta, 1982). First, the investigators
science? This book do not
looks at a agree
range ofon a
questions about
how laboratory experiences t into U.S. high schools:
precise de nition
MyNAP ofmembers
the “laboratory”
save experiences under study. Second,
many studies10%wereonline.
weak in the selection andWhat
control of laboratory
is e ective variables. teaching?
Login or Register to What does research tell us about learning in
Investigators failed to examine or report important variables relating to
save! high school science labs?
student abilities and attitudes. For example,Howthey failed
should to note
student students’
learning in laboratory
experiences be assessed?
prior laboratory experiences. They also did not give enough attention to
Download Free PDF Do all student have access to laboratory
extraneous factors that might affect studentexperiences?
outcomes, such as instruction
outside the laboratory. Third, the studies of What
typicalchanges need to be made
laboratory to improve
experiences
laboratory experiences for high school
usually involved a small group of students with little diversity, making it
students?
dif cult to generalize the results to the large,
How diverse
can school population of U.S. to
organization contribute
e ective laboratory teaching?
high schools today. Fourth, investigators didWith
notincreased
give enough attention to
attention to the U.S. education
the adequacy of the instruments used to measure
system and student outcomes.
student outcomes, Asofan
no part the
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
in uence capture
a high student
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.
should unique
Scienceto laboratory
educators, school
experiences, such as developing scienti c reasoning, understanding parents
administrators, policy makers, and the will
all bene t from a better understanding of the
complexity and ambiguity of empirical work,need and fordevelopment of practical
laboratory experiences to be an
skills. integral part of the science curriculum�and
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
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experiences have measured the effectiveness of particular laboratory
America's Lab Report:
experiences Investigations
in terms in High School Science
of both the extent
to which their activities match those that the teacher intended and the
Laboratory experiences as a part of most U.S. high
extent to which theBuy
students’ learning
Paperback matches
| $49.95
school science the learning
curricula objectives
have been of
taken for granted
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 learning?research
What can they oncontribute
integrated to science
instructional units.Buy
First,Ebook
these |new
$39.99learning? What is the current status of labs in our
units tend to be hothouse projects;
nation�s high schools as a context for learning
researchers work intensively with teachers toThis
science? construct
book looks at atypical
a range oflearning
questions about
environments. Whilemembers
some have how laboratory experiences t into U.S. high schools:
MyNAP savebeen developed and studied over a
number of years
10% and iterations, they usuallyWhat
online. involve relatively
is e ective laboratory small
teaching?
Login or Register to
samples of students. Only now are some of these efforts expanding learning
What does research tell us about to a in
high school science labs?
scale that willsave!
allow robust generalizations about How should their value
student and inhow
learning best
laboratory
to implement them. Second, these integrated instructional
experiences units have not
be assessed?
Download Do all student have access to laboratory
been designed speci cally toFree PDF some version of laboratory
contrast experiences?
or
practical experience with a lack of such experience.What changes Rather,
need to they
be made assume
to improve
laboratory experiences for high school
that educational interventions are complex, systemic “packages” (Salomon,
students?
1996) involving many interactions that may in Howuence
can school speci c outcomes,
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 system andcommonly
student outcomes, aimno topart of the
document the complex interactions between highandschool curriculum
among should escape scrutiny.
students,
This timely book investigates factors that
teachers, laboratory materials, and equipment in an
in uence effort
a high tolaboratory
school developexperience,
pro les of successful interventions (Cobb etlooking al., 2003;closely Collins, Joseph,
at what currently takesand
place
and what the goals of those experiences are
Bielaczyc, 2004; Design-Based Research Collective, 2003). These newer
and should be. Science educators, school
studies focus on how to sequence laboratory experiences
administrators, and
policy other
makers, and forms
parents will
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 curriculum�and
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
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×
before 1994. To identify studies published between 1994 and 2004, the
America's Lab Report:
committee searchedInvestigations in High School Science
electronic databases.
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
Laboratory also invited
experiences researchers
as a part of most U.S. high
Buy Paperback
who are currently developing, | $49.95
revising,school
and science
studyingcurricula
thehave been taken for of
effectiveness
for decades, but they have rarely been carefully
granted
included stud- Login or Register to What does research tell us about learning in
save! high school science labs?
How should student learning in laboratory
experiences be assessed?
Download Free PDF Do all student have access to laboratory
ies at the elementary through postsecondary levels as well as studies of
experiences?
teachers’ learning in our analysis. In drawingWhat
conclusions
changes needfrom studies
to be made that
to improve
laboratory experiences for high school
were not conducted at the high school level, the committee took into
students?
consideration the extent to which laboratory How experiences in highcontribute
can school organization school to
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
and student outcomes, structure
no part of of
the
high school curriculum should
schools, and the preparation of teachers are a few of the many factors that escape scrutiny.
This timely book investigates factors that
vary by school level and that the committeeinconsidered in making
uence a high school laboratory experience,
inferences from the available research. Similarly, when deliberatingtakes
looking closely at what currently 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
the science curriculum, the organization of administrators,
schools, and other
policy factors
makers, thatwill
and parents
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 curriculum�and
how that can be accomplished.
Mastery of Subject Matter
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×
students to confront their misunderstandings about phenomena and shift
America's
towardLab
more Report:
scientiInvestigations in High School Science
c understanding.
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
experiences c content
a part of most U.S. high
(Hofstein and Lunetta,
Buy1982,
Paperback | $49.95
school science
2004; Lazarowitz andcurricula
Tamir,have been White
1994). taken for granted
for decades, but they have rarely been carefully
(1996) points out that many major reviews of science
examined. What do they education
contributefrom the
to science
1960s and 1970s indicate that laboratory workWhat
learning? does canlittle to improve
they contribute to science
understanding of science
Buy Ebook | $39.99
content
learning? What is the current status of labs in our
as measured by paper and pencil tests,
nation�s high schools as a context for learning
and later studies from the 1980s and early 1990s
science? do not
This book lookschallenge
at a range of this view.
questions about
how laboratory experiences t into U.S. high schools:
Other studiesMyNAP
indicate that typical
members save laboratory experiences are no more
10% online.
effective in helping students master scienceWhat subject matter
is e ective thanteaching?
laboratory
Login or Register to What does research tell us about learning in
demonstrations in high school biology (Coulter, 1966), demonstration and
save! high school science labs?
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
Download Free PDF Do all student have access to laboratory
contrast to most of the research, a single comparative
experiences? study (Freedman,
2002) found that students who received regular What changes
laboratoryneed toinstruction
be made to improve
over
laboratory experiences for high school
the course of a school year performed better on a test of physical science
students?
knowledge than a control group of studentsHow who cantook
schoolaorganization
similar physical
contribute to
e ective laboratory teaching?
science course without laboratory activities.With increased attention to the U.S. education
Clearly, most of the evidence does not support system andthestudent
argument that
outcomes, no typical
part of the
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 in uence a alone do laboratory
high school not appear to
experience,
looking closely at what currently takes place
and what the goals of those experiences are
and should be. Science educators, school
force students to confront their misunderstandings andpolicy
administrators, reevaluate
makers, andtheir
parents will
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
integral students,
part of the that
science curriculum�and
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
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×
and Joshua (1987), have reported similar ndings. Studies indicate that
America's Lab
students Report:
often holdInvestigations in High
beliefs so intensely thatSchool Science
even their observations in the
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
Laboratory rather
experiences as athan
part ofchange
most U.S. high
their beliefs in the face
Buy Paperback
of con icting| $49.95
school science curricula have been taken for granted
observations.
for decades, but they have rarely been carefully
examined. What do they contribute to science
Evidence from Research on Integrated Instructional
learning? What can they contribute to science
Buy Ebook | Units learning? What is the current status of labs in our
$39.99
nation�s 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 instructional
Current integrated members saveunits build on earlier studies that found
integration of10% online. experiences with other
laboratory What is instructional
e ective laboratoryactivities
teaching?
Login or Register to What does research tell us about learning in
enhanced mastery of subject matter (Dupin high
andschool
Joshua,
science1987;
labs? White and
save!
Gunstone, 1992, cited in Lunetta, 1998). A recent review
How should of learning
student these and other
in laboratory
experiences be assessed?
studies concluded (Hofstein and Lunetta, 2004, p. 33):
Do all student have access to laboratory
Download Free PDF
experiences?
When laboratory experiences are integrated with other
What changes need to be made to improve
laboratory experiences for high school
metacognitive learning experiences such as “predict-observe-
students?
explain” demonstrations (White and Gunstone, 1992)organization
How can school and when they to
contribute
e ective of
incorporate the manipulation of ideas instead laboratory
simply teaching?
materials
With increased attention to the U.S. education
and procedures, they can promote the learning
system andof science.
student outcomes, no part of the
high school curriculum should escape scrutiny.
Integrated instructional units often focus onThiscomplex science
timely book topics
investigates factorsthat
that
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
on students’ intuitive conceptions of a science topic
and what theand
goalshow those
of those experiences are
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
all bene t fromand, as understanding
a better noted 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 curriculum�and
the sequenced units incorporate instructional howactivities speci cally
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
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×
phenomena, these units include a sequence of experiences that will push
America's
them to Lab Report:
question Investigations
their intuitive andinoften
Highinaccurate
School Science ideas.
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
Laboratory traditional
experiences approaches.
as a part In
of most U.S. high
physics, these subjects
Buy include
Paperback | $49.95
schoolmechanics
Newtonian science curricula have been
(Wells, taken for granted
Hestenes,
for decades, but they have rarely been carefully
and
Swackhamer, 1995; White, 1993); thermodynamicsexamined. What (Songer and Linn,
do they contribute 1991);
to science
electricity (Shaffer and McDermott, 1992); optics
learning? What(Bell and
can they Linn, 2000;
contribute to science
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Evidence from Research on Typical Laboratory
America's Lab Report: Investigations in High School Science
Experiences
laboratory instruction
BuyinPaperback | $49.95
college-level
school science curricula have been taken for granted
physics (Reif and St. John, 1979, cited
for decades, but they have rarely been carefully
in Hofstein and Lunetta, 1982) and in high school
examined. Whatand college
do they biology
contribute to science
(Raghubir, 1979; Wheatley, 1975, cited inlearning?
HofsteinWhat can they contribute to science
and Lunetta, 1982).
learning? What is the current status of labs in our
Buy Ebook | $39.99
nation�s 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,
MyNAP however,
members save suggests that high school and college
10% often
science teachers online.emphasize laboratory procedures,
What leaving
is e ective laboratory little time
teaching?
Login or Register to What does research tell us about learning in
for discussion of how to plan an investigation or interpret its results
save! high school science labs?
(Tobin, 1987; see Chapter 4). Taken as a whole,Howthe evidence
should indicates
student learning that
in laboratory
experiences be assessed?
typical laboratory work promotes only a few aspects of the full process of
Download Free PDF Do all student have access to laboratory
scienti c reasoning—making observations and organizing, communicating,
experiences?
What changes need
and interpreting data gathered from these observations. to be made
Typical to improve
laboratory
laboratory experiences for high school
experiences appear to have little effect on more complex aspects of
students?
scienti c reasoning, such as the capacity toHow formulate
can schoolresearch
organizationquestions,
contribute to
e ective laboratory teaching?
design experiments, draw conclusions fromWith observational data, and make
increased attention to the U.S. education
inferences (Klopfer, 1990, cited in White, 1996).
system and student outcomes, no part of the
high school curriculum should escape scrutiny.
This timely book investigates factors that
Evidence from Research on Integrated Instructional
in uence a high school laboratory experience,
looking closely at what currently takes place
Units 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
needan forimportant role in to be an
laboratory experiences
integral part of the
developing all aspects of scienti c reasoning, including the more science curriculum�and
complex
how that can be accomplished.
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
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10/3/2019 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,
America's Lab
Schulze, Report:
and Investigations
John, 1995).These in High
studies School
suggest thatScience
laboratory experiences
must be carefully designed to support the development of scienti c
reasoning.
Given the dif culty most students have with experiences
Laboratory reasoningasscienti cally,
a part of most U.S.ahigh
number of instructional
Buy Paperback | $49.95
units have focusedschool on
science
thiscurricula
goal. have
Evidencebeen taken for granted
from
for decades, but they have rarely been carefully
several studies indicates that, with the examined.
appropriate
What doscaffolding
they contribute provided
to science in
these units, students can successfully reason scienti
learning? What cally.
can they Theytocan
contribute learn
science
to design experiments
Buy(Schauble
Ebook | $39.99 learning? What is the current status of labs in our
et al., nation�s
1995; White and Frederiksen, 1998),
high schools as a context for learning
make predictions (Friedler, Nachmias, and Linn,
science? This 1990), and
book looks at ainterpret and about
range of questions
how laboratory experiences t into U.S. high schools:
explain data (Bell
MyNAP and Linn, 2000;
members save Coleman, 1998; Hatano and Inagaki, 1991;
10% online.
Meyer and Woodruff, 1997; Millar, 1998; Rosebery,
What is eWarren, and Conant,
ective laboratory teaching?
Login or Register to What does research tell us about learning in
1992; Sandoval and Millwood, 2005). Engagement with these instructional
save! high school science labs?
units has been shown to improve students’ abilities How shouldto recognize
student learning in laboratory
experiences be assessed?
discrepancies between predicted and observed outcomes (Friedler et al.,
Download Free PDF Do all student have access to laboratory
1990) and to design good experiments (Dunbar, 1993; Kuhn et al., 1992;
experiences?
Schauble et al., 1995; Schauble, Klopfer, and What changes need
Raghavan, 1991). to be made to improve
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
system (White
and student andno part of the
outcomes,
Frederiksen, 1998). high school curriculum should escape scrutiny.
This timely book investigates factors that
Recently, research has focused on an important
in uence element
a high schooloflaboratory
scientiexperience,
c
reasoning—the ability to construct scienti clooking
arguments. Developing,
closely at what currently takes place
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
core scienti c practice (Driver, Newton, andadministrators,
Osborne, 2000; Duschl
policy makers, and and
parents will
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
integral partabilities, because
of the science they
curriculum�and
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
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debate competing hypotheses about light propagation. Overall, most
America's Lab
students Report:
learned theInvestigations in High
scienti c concept School
(that Science
light goes on forever),
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
experiences can
as a part of learn
most to
U.S. high
argue scienti cally,Buy
Paperback
by learning | $49.95
school science
to coordinate curricula have
theoretical been taken
claims withfor granted
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
Buy Ebook |
Developing
learning? What is the current status of labs in our
$39.99
Practical Skills
nation�s 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
Evidence from Research on Typical Laboratory
10% online. What is e ective laboratory teaching?
Login or Register toExperiences
What does research tell us about learning in
save! 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
Freeof
PDFthe important goalshave
Do all student foraccess
laboratory
to laboratory
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
experiences of
for high school
practical skills has been measured in research less frequently than mastery
students?
How can school organization contribute to
of subject matter or scienti c reasoning. Such practical outcomes deserve
e ective laboratory teaching?
more attention, especially for laboratory experiences
With increasedthat aretoa the
attention critical
U.S. education
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
bookstudents for jobs
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 andstandardized experimental
what the goals of those experiences are
and should be. Science
procedures. The critical questions about acquiring these skills through educators, school
administrators, policy makers, and parents will
laboratory experiences may not be whetheralllaboratory
bene t from aexperiences helpof the
better understanding
students learn them, but how the experiences needcan be constructed
for laboratory experiencesso asanto
to be
integral part of the science curriculum�and
be most effective in teaching such skills. how that can be accomplished.
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controlled “prelab” activities can reduce the probability that important
America's Lab Report:
measurements Investigations
in a laboratory in Highwill
experience School Science
be compromised due to
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 experiencesresults
as a partin laboratory
of most U.S. high
experiences. Achieving
Buy the
Paperback
intended| results
$49.95
school science curricula haveactivity
of a laboratory been takenisforagranted
for decades, but they have rarely been carefully
necessary, though not suf cient, step towardexamined.effectiveness in helping
What do they contribute to science
students attain laboratory learning goals. learning? What can they contribute to science
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advance students’ understanding of and appreciation for the conventions
America's Lab Laboratory
of science. Report: Investigations
experiencesin High
are School Science
considered the primary mecha-
improve students’ understanding
Buy Paperbackof|the nature
$49.95
school of curricula
science science. have been taken for granted
for decades, but they have rarely been carefully
examined. What do they contribute to science
Evidence from Research on Typical Laboratory
learning? What can they contribute to science
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students develop robust conceptions of the nature of science. One large-
America's Lab Report:
scale study Investigations
of a widely in High Schoolcurriculum,
available inquiry-oriented 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
Laboratory experiencesin the BGuILE
as a part of mostscience
U.S. high
instructional unit showed
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school science curricula
understanding thehave been taken
nature for granted
of science
for decades, but they have rarely been carefully
from their participation, and they seemed not even
examined. What do tothey
see their experience
contribute to science
in the unit as necessarily related to professional
learning? Whatscience (Sandoval
can they contribute and
to science
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nature of science (Duschl, 2004). The available research leaves open the
America's Lab
question ofReport:
whetherInvestigations in High School
or not these experiences help Science
students to develop an
explicit, re ective conceptual framework about the nature of science.
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Student Perceptions of Typical Laboratory
America's Lab Report: Investigations in High School Science
Experiences
Buy Paperback
perceptions. Researchers have found| $49.95
school science curricula have been taken for granted
that students often do not have clear
for decades, but they have rarely been carefully
ideas about the general or speci c purposesexamined.ofWhat
theirdo work in typical
they contribute to science
learning? What can they contribute to science
science laboratory activities (Chang and Lederman, 1994) and that their
understanding of the
Buy Ebook
goals
learning? What is the current status of labs in our
| $39.99
of lessons frequently
nation�s highdo not match
schools as a context their
for learning
science? This book looks at
teachers’ goals for the same lessons (Hodson, 1993; Osborne and Freyberg, a range of questions about
how laboratory experiences t into U.S. high schools:
1985; WilkensonMyNAP
andmembers save When students do not understand the
Ward, 1997).
10% online. What is enegative
ective laboratory teaching?
goals of experiments or laboratory investigations, consequences
Login or Register to What does research tell us about learning in
for learning occur (Schauble et al., 1995). In fact, students
high school science often
labs? do not
save!
make important connections between the purpose How should ofstudent
a typical
learninglaboratory
in 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
experiment with what they have done earlier, and they do not note the
experiences?
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?
1988; Tasker, 1981). As White (1998) notes, “toHow can school organization contribute to
many students, a ‘lab’ means
e ective laboratory teaching?
manipulating equipment but not manipulating Withideas.”
increasedThus,
attentionin toconsidering
the U.S. education
how laboratory experiences may contributesystem and student
to students’ outcomes,in
interest noscience
part of the
high school curriculum should escape scrutiny.
and to other learning goals, their perceptions Thisof those
timely bookexperiences
investigates factors mustthat be
considered. in uence a high school laboratory experience,
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
(SLEI) has demonstrated links between students’ perceptions
and should of laboratory
be. Science educators, school
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
need for laboratory Fraser,
experiences 2000;
to be an
integral part of the science curriculum�and
Wong and Fraser, 1995). The SLEI, which has been validated cross-
how 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
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TABLE 3-1 Descriptive Information for the Science Laboratory
America's Lab Report:
Environment Investigations in High School Science
Inventory
Scale Name Description
Student Extent to which students know, help, and are supportive of
cohesiveness one another Laboratory experiences as a part of most U.S. high
Open-
Buy Paperback | $49.95
school science curricula have been taken for granted
Extent to which the laboratory activities
for decades, emphasize
but they have an
rarely been carefully
examined. What do they contribute to science
endedness open-ended, divergent approach to experimentation
learning? What can they contribute to science
Integration Buy
Extent toEbook
which | $39.99learning?
laboratory What is the
activities arecurrent status of labs
integrated with in our
nation�s 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:
Rule clarity MyNAP members
Extent save
to which behavior in the laboratory is guided by
10% online.
formal rules What is e ective laboratory teaching?
Login or Register to What does research tell us about learning in
Material Extent to which the laboratory
save! equipment
high school scienceand
labs?materials are
environment adequate How should student learning in laboratory
experiences be assessed?
SOURCE: Henderson, Fisher,Free
Download andPDF
Fraser (2000). Reprinted
Do all student withtopermission
have access laboratory
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
relation of open-endedness with attitudes seemsstudents?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
With increased(Henderson etU.S.
attention to the al.,education
system and student outcomes, no part of the
2000).
high school curriculum should escape scrutiny.
Research using the SLEI indicates that positive student
This timely attitudes
book investigates arethat
factors
in uence a(the
particularly strongly associated with cohesiveness high school
extent laboratory
to which experience,
looking closely at what currently takes place
students know, help, and are supportive of one another)
and what the goalsand integration
of those experiences are
and should be. Science educators,
(the extent to which laboratory activities are integrated with nonlaboratory school
administrators, policy makers, and parents will
and theory classes) (Fraser et al.,1995; Wongalland
beneFraser,
t from a 1995). Integration
better understanding of the
also shows a positive relation to students’ cognitive outcomes
need for laboratory (Henderson
experiences to be an
integral part of the science curriculum�and
et al., 2000; McRobbie and Fraser, 1993). how that can be accomplished.
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
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×
was used as a measure of student interest. The rate of submitting
America's Lab Report:
completed projects Investigations in High School
was higher for students Science
in the ThinkerTools curriculum
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
Buy Paperback | $49.95school science curricula have been taken for granted
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
learning? What canmotivation
they contributeand self-
to science
con dence in theirBuy Ebookability:
individual | $39.99 learning? What is the current status of labs in our
students who participated in this
nation�s high schools as a context for learning
ongoing evaluation not only turned in their
science? nal project
This book looks reports
at a range ofmore
questions about
frequently, but they were also less likely to turn in reports that werehigh schools:
MyNAP members save
how laboratory experiences t into U.S.
identical to their
10% research
online. partner’s. What is e ective laboratory teaching?
Login or Register to What does
Participation in the ThinkerTools instructional research
unit appearstell usto
about learning in
change
save! high school science labs?
students’ attitudes toward learning science.How After completing
should thein laboratory
student learning
integrated instructional unit, fewer studentsexperiences
indicated that “being good at
be assessed?
Download Free PDF Do all student have access to laboratory
science” was a result of inherited traits, andexperiences?
fewer agreed with the
statement, “In general, boys tend to be naturally betterneed
What changes at science
to be madethan
to improve
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
How can being told the correct
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 systemand motivation
and student outcomes,to no
master
part of the
the complex topic of conservation of matter as part of the study of CTA.scrutiny.
high school curriculum should escape
This timely book investigates factors that
Students who participated in the CTA curriculum in uencehad a highhigher levels of
school laboratory basic
experience,
engagement (active participation in activities) andclosely
looking were at more likelytakes
what currently 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
(Lynch et al., in press). This positive effect on engagement
administrators, policywas especially
makers, and parents will
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 integral motivation, theycurriculum�and
part of the science learned
more than if they had received the standardhow that can be accomplished.
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.
×
Evidence from Research on Typical Laboratory
America's Lab Report: Investigations in High School Science
Experiences
Buy Paperback
enhance student learning, | $49.95
usually with
school science curricula have been taken for granted
reference to literature on
for decades, but they have rarely been carefully
cooperative learning or to the importance of providing
examined. What do theyopportunities for
contribute to science
students to discuss their ideas. Secondlearning?
and more What can they contribute to science
recently, attention has
focused on the ability
BuytoEbook | $39.99
work in
learning? What is the current status of labs in our
groups as an outcome
nation�s high schools itself, with
as a context for learning
science? This book looks
laboratory experiences seen as an ideal opportunity to develop these at a range of questions about
skills.
how laboratory experiences t into U.S. high schools:
The focus onMyNAP members
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
Login or Register to What does research tell us about learning in
Century Skills, 2003). high school science labs?
save!
How should student learning in laboratory
experiences be assessed?
Download Free PDF Do all student have access to laboratory
experiences?
What changes need to be made to improve
Evidence from Research on Integrated Instructional
laboratory experiences for high school
Units students?
How can school organization contribute to
e ective laboratory teaching?
There is considerable evidence that collaborative workattention
With increased can help students
to the U.S. education
learn, especially if students with high abilitysystem
workand student
with outcomes,
students no part
with lowof the
high school curriculum should escape scrutiny.
ability (Webb and Palincsar, 1996). Collaboration seems
This timely book especially helpful
investigates factors that to
lower ability students, but only when they workin uencewith more
a high school knowledgeable
laboratory experience,
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
and should collaboration
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 need their laboratory
for laboratory experiences.
experiences to be an
integral part of the
Often, individual students disagree about prospective answers to the science curriculum�and
how that can be accomplished.
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
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collaborations are effective in supporting their conceptual learning, then
America's Lab
they are Report:learning
probably Investigations in High
collaborative School
skills, too. Science
×
aspects
America's Lab Report:
Understanding Investigations
of the in High SchoolSome
Little improvement Science
improvement when
nature of science explicitly targeted at this
goal
Laboratory experiences as a part of most U.S. high
Interest in science Some evidence of Greater evidence of
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school science curricula have been taken for granted
increased interest increased
for decades, but interest
they have rarely been carefully
examined. What do they contribute to science
Understanding the Inadequate learning?
evidence What Inadequate evidence
can they contribute to science
complexity and ambiguity
Buy Ebook | $39.99learning? What is the current status of labs in our
nation�s 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
membersInadequate
save evidence Inadequate evidence
skills 10% online. What is e ective laboratory teaching?
Login or Register to What does research tell us about learning in
Development of Inadequate evidence Inadequate
high school science labs?evidence
save!
teamwork skills How should student learning in laboratory
experiences be assessed?
Download Free PDF Do all student have access to laboratory
designing experiments, and drawing inferences. Research on integrated
experiences?
instructional units provides evidence that theWhat laboratory
changes needexperiences and
to be made to improve
laboratory experiences for high school
other forms of instruction they include promote
students?
development of several
aspects of scienti c reasoning, including theHow ability to ask
can school appropriate
organization contribute to
e ective laboratory teaching?
questions, design experiments, and draw inferences.
With increased attention to the U.S. education
The evidence indicates that typical laboratory
systemexperiences do little
and student outcomes, toof the
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
in uenceinstructional unitsexperience,
a high school laboratory that
looking
are designed speci cally with this goal in mind closely at what
enhances currently takes place
understanding of
and what the goals of those experiences are
the nature of science. and should be. Science educators, school
The available research suggests that typical laboratory
administrators, experiences
policy can will
makers, and parents
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
science. There is evidence that engagementintegral
with the laboratory
part of the science curriculum�and
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.
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Studies conducted to date also suggest that the units are effective in
America's
helpingLab Report:
diverse Investigations
groups of students in Highthese
attain School threeScience
learning goals. In
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
Laboratory experiences a part of mostof U.S. high
subject matter. Typical
Buy laboratory
Paperbackexperiences
| $49.95
school science curricula
appear tohave
aidbeen
in taken for granted
for decades, but they have rarely been carefully
development of only some aspects of scientiexamined.cWhat
reasoning, and they
do they contribute appear
to science
to play a role in enhancing students’ interest
learning?in science
What can theyand in learning
contribute to science
science.
Buy Ebook | $39.99 learning? What is the current status of labs in our
nation�s high schools as a context for learning
Due to a lack of available studies, thescience?
committee
This bookwas
looksunable
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questions about
how laboratory experiences t into U.S. high schools:
conclusions about
MyNAPthe extentsave
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experiences or10% online.
laboratory experiences incorporated intolaboratory
What is e ective integratedteaching?
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instructional units might advance the other goals identi ed at the
save! high school science labs?
beginning of this chapter—enhancing understanding of thelearning
How should student complexity and
in laboratory
experiences be assessed?
ambiguity of empirical work, acquiring practical skills, and developing
Download Free PDF Do all student have access to laboratory
teamwork skills. experiences?
What changes need to be made to improve
laboratory experiences for high school
×
activity, students seem not to get much from it. Conversely, when the
America's LabofReport:
purposes Investigations
a laboratory inclearly
activity are High School Science by teachers to
communicated
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
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Laboratory experiences are more likely to be effective when they focus
America's Lab
students Report:
more Investigations
on discussing in High they
the activities School haveScience
done during their
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
not simply be on con
Buyrming
Paperback | $49.95
presented school science
ideas, but curricula have been taken for granted
on developing
for decades, but they have rarely been carefully
explanations to make sense of patternsexamined.
of data.What
Teaching strategies
do they contribute that
to science
encourage students to articulate their hypotheses about
learning? What can phenomena
they contribute prior
to science
to experimentationBuy
andEbook
to then|re $39.99 learning? What is the current status of labs in our
ect nation�s
on theirhighideas after experimentation
schools as a context for learning
are demonstrably more successful at supporting student
science? This book looks atattainment of the
a range of questions about
how laboratory experiences t into U.S. high schools:
goals of mastery of subject
MyNAP members matter,
save developing scienti c reasoning, and
10% online.
increasing interest in science and science learning. At the
What is e ective sameteaching?
laboratory time,
Login or Register to What does research tell us about learning in
opportunities for ongoing discussion and re ection could potentially
save! high school science labs?
support students in developing teamwork skills. How should student learning in laboratory
experiences be assessed?
Download Free PDF Do all student have access to laboratory
experiences?
What changes need to be made to improve
laboratory experiences for high school
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Researchers and science educators have developed a number of software
America's LabtoReport:
programs supportInvestigations in High
science learning School
in various Science
ways. In this section, we
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
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 37/55
10/3/2019 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
America's
forces Lab
to anReport:
object’sInvestigations
motion. 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
Buyand
and White, 1999), heat
Paperback | $49.95
temperature school science
(Linn, Bell,curricula
and Hsi, have been
1998),taken for granted
genetics
for decades, but they have rarely been carefully
(Horwitz and Christie, 2000), and chemical reactions
examined. (Kozma,
What do they 2003),
contribute to science
among others. These programs differ substantially
learning? What canfrom one another
they contribute in
to science
https://www.nap.edu/read/11311/chapter/5 38/55
10/3/2019 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
America's
speci cLab Report:
genetic Investigations
differences. in Highuses
The software School Science Mendelian
an underlying
model of genetic inheritance to gov-
https://www.nap.edu/read/11311/chapter/5 39/55
10/3/2019 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
America's Lab investigations.
laboratory Report: Investigations in High School
These sequences of scienceScience
instruction focus
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
×
understanding of the norms used in the visualization can help support
America's Lab
students inReport:
developingInvestigations in High School
a shared understanding Science
of the data. With such
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
Laboratory analysis
experiences as aprocess
part of mostcan
U.S.help
high
Buy Paperback
them move from a descriptive, | $49.95
school science curricula
phenomenological view of have been taken
science to for
one
for decades, but they have rarely been carefully
granted
×
lectures, reading, and discussion. Students are engaged in framing
America's
researchLab Report: Investigations
questions, in Highdesigning
making observations, School Science and executing
experiments, gathering and analyzing data, and constructing scienti c
arguments and explanations.
The two bodies of research on typical laboratory
Laboratory experiences
experiences as a part of and
most U.S. high
integrated instructional
Buy Paperback | $49.95
units, includingschool science curricula
laboratory have been taken
experiences, yield
for decades, but they have rarely been carefully
for granted
https://www.nap.edu/read/11311/chapter/5 42/55
10/3/2019 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
America's Labskills.
teamwork Report: Investigations
Further research isinneeded
High School
to clarify Science
how laboratory
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
Laboratory experiences learning
as a part goals
of most U.S. high
Buy Paperback
we have outlined. Laboratory | $49.95
school
experiences science
are more curricula
likely have
tobeen taken for
achieve
for decades, but they have rarely been carefully
granted
their
intended learning goals if (1) they are designed withdoclear
examined. What learning
they contribute to science
outcomes in mind, (2) they are thoughtfully sequenced
learning? What can theyinto the toow
contribute of
science
Buy Ebook |(3)$39.99
classroom science instruction,
learning? What is the current status of labs in our
they nation�s
are designed to integrate learning
high schools as a context for learning
of science content with learning aboutscience?
the processes of science,
This book looks at a range ofand (4) about
questions
how laboratory experiences t into U.S. high schools:
they incorporate
MyNAPongoing
membersstudent
save re ection and discussion.
10% online.
Computer software and the Internet haveWhat enabled development
is e ective of
laboratory teaching?
Login or Register to What does research tell us about learning in
several tools that can support students’ science learning, including
save! high school science labs?
representations of complex phenomena, simulations, and student
How should student learning in laboratory
experiences be assessed?
interaction with large scienti c databases. Representations and
Download Free PDF Do all student have access to laboratory
simulations are most successful in supporting student learning when they
experiences?
are integrated in an instructional sequence that What changes need to belaboratory
also includes made to improve
laboratory experiences for high school
experiences. Researchers are currently developing students? tools to support student
interaction with—and learning from—large scienti c databases.
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
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Eylon, B., and Linn, M.C. (1988). Learning and instruction: An examination
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Laboratory experiences as a part of most U.S. high
validation of a personal form of an| instrument
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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
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G.J. (1993). Development and
nation�s high schools as a context for learning
cross-national validation of a laboratory classroom
science? This book looksenvironment
at a range of questions about
instrumentMyNAP
for senior how laboratory experiences
school science. Science Education,
high save t into U.S.
77, high
1-24. schools:
members
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achievement Login
andorattitude
Register toward
to science What
across doesgender
research tell us about learning in
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high school science
save! and Minorities in Science and Engineering, 8, 191-200.labs?
Journal of Women How should student learning in laboratory
Friedler, Y., Nachmias, R., and Linn, M.C. (1990). Learning
experiences scienti c
be assessed?
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laboratory experiences for high school
students?
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How can In G. d’Ydewalle,
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system and student outcomes, no part of the
Gobert, J., and Clement, J. (1999). The effectshigh
of school
student-generated
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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 dynamiclookingknowledge
closely at what in platetakes place
currently
and what the goals of those experiences are
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administrators, theirand
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connections: Students’ understanding of multiple a betterin
models understanding
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comprehension activity. In L.B. Resnick, J.M. Levine, and S.D. Teasley
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laboratory learning environments, and student outcomes in senior
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Hickey, D.T., Kind eld, A.C.H., Horwitz, P., and Christie, M.A. (2000).
Integrating instruction, assessment, and evaluation in a technology-
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×
based genetics environment: The GenScope follow-up study. In B.J.
America's Lab and
Fishman Report: Investigations in High
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(Eds.), Scienceof the
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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
Integrating curriculum,
Buy Paperback | $49.95
instruction, school science curricula
assessment, have been taken
and evaluation in for
a granted
for decades, but they have rarely been carefully
technology-supported genetics environment.examined. WhatAmerican Educational
do they contribute to science
Research Journal, 40(2), 495-538. learning? What can they contribute to science
Buy Ebook stance
Hodson, D. (1993). Philosophic | $39.99 learning? What is the current status of labs in our
ofnation�s
secondary school science
high schools as a context for learning
teachers, curriculum experiences, and children’s
science? This bookunderstanding of
looks at a range of questions about
how laboratory experiences t into U.S. high schools:
science: Some
MyNAPpreliminary
members save ndings. Interchange, 24, 41-52.
10% Lunetta,
Hofstein, A., and online. V.N. (1982). The role ofisthe
What laboratory
e ective laboratory in science
teaching?
Login or Register to What does research tell us about learning in
teaching: Neglected aspects of research. Review of Educational Research,
save! high school science labs?
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:
Download Free PDF Do all student have access to laboratory
Science Education, 88, 28-54.
Foundations for the twenty- rst century. experiences?
What changes need to be made to improve
laboratory experiences for high school
students?
Holden, C. (1990). Animal rights activism threatens dissection.
How can school Science,
organization 25,
contribute to
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751.
With increased attention to the U.S. education
Horowitz, P. (1996). Linking models to data: Hypermodels
system and studentfor science
outcomes, no part of the
high
education. High School Journal, 79(2), 148-156. school curriculum should escape scrutiny.
This timely book investigates factors that
Horowitz, P., and Christie, M.A. (2000). Computer-based manipulatives
in uence a high school for
laboratory experience,
teaching scienti c reasoning: An example.looking
In M.J. Jacobson
closely and R.B.
at what currently takes place
and what the goals of those experiences are
Kozma (Eds.), Innovations in science and mathematics education:
and should be. Science educators, school
Advanced designs for technologies of learning (pp. 163-191).
administrators, Mahwah,
policy makers, NJ: will
and parents
all bene t from a better understanding of the
Lawrence Erlbaum.
need for laboratory experiences to be an
integral part of the science curriculum�and
Jovanovic, J., and King, S.S. (1998). Boys and girls
how thatincan
thebeperformance-based
accomplished.
Kesidou, S., and Roseman, J. (2002). How well do middle school science
programs measure up? Findings from Project 2061’s curriculum review.
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Khishfe, R., and Abd-El-Khalick, F. (2002). In uence of explicit and
re ective versus implicit inquiry-oriented instruction on sixth graders’
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views of nature of science. Journal of Research in Science Teaching, 39(7),
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Klopfer, L.E. (1990). Learning scienti c enquiry in the student laboratory. In
E. Hegarty-Hazel (Ed.), The student laboratory and the science curriculum
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Laboratory experiences as a part of most U.S. high
Kozma, R.B. (2003).Buy
ThePaperback | $49.95
school
material features of science curricula
multiple have been taken forand
representations granted
for decades, but they have rarely been carefully
their cognitive and social affordancesexamined.
for science
What dounderstanding.
they contribute to science
Learning and Instruction, 13, 205-226. learning? What can they contribute to science
https://www.nap.edu/read/11311/chapter/5 48/55
10/3/2019 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
America's Lab Report:
contribute? Investigations
Presentation in High School
to the Committee on HighScience
School Science
Laboratories: Role and Vision. June. Available at:
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4_2004_High_School_Labs_Meeting_Agenda.htmlLaboratory experiences[accessed April
as a part of most U.S. high
2005].
Buy Paperback | $49.95 school science curricula have been taken for granted
for decades, but they have rarely been carefully
Linn, M.C., Bell, P., and Hsi, S. (1998). Using the What
examined. Internet
do theyto enhance
contribute student
to science
understanding of science: The knowledge learning?integration
What can they environment.
contribute to science
Interactive Learning
BuyEnvironments,
Ebook | $39.99 learning? What is the current status of labs in our
6(1-2), 4-38.
nation�s high schools as a context for learning
Linn, M.C., Davis, E., and Bell, P. (2004a). Inquiry
science? This and technology.
book looks at a range ofIn M.C. about
questions
how laboratory experiences t into U.S. high schools:
Linn, E. Davis,
MyNAPandmembers save Internet environments for science
P. Bell, (Eds.),
10% online.NJ: Lawrence Erlbaum.
education. Mahwah, What is e ective laboratory teaching?
Login or Register to What does research tell us about learning in
Linn, M.C., Davis, E., and Bell, P. (Eds.). (2004b). Internet environments for
save! high school science labs?
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:
Download Free PDF Do all student have access to laboratory
Lawrence Erlbaum. experiences?
What changes need toto
Linn, M.C., and Songer, B. (1991). Teaching thermodynamics be made
middle to improve
laboratory experiences for high school
school children: What are appropriate cognitive students? demands? Journal of
Research in Science Teaching, 28(10), 885-918. How can school organization contribute to
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
Tobin (Eds.), International handbook of science systemeducation (pp. 249-262).
and student outcomes, no part of the
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
in uence lab-based curriculum
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.
and should 12.Science
Available at: school
educators,
http://www7.nationalacademies.org/bose/July_12- administrators, policy makers, and parents will
all bene t from a better understanding of the
13_2004_High_School_Labs_Meeting_Agenda.html need for laboratory[accessed
experiencesOct.
to be an
2004]. integral part of the science curriculum�and
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
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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 49/55
10/3/2019 3 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies…
McRobbie,
America's Lab C.J., and Investigations
Report: Fraser, B.J. (1993). Associations
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×
Meichtry, Y.J. (1993). The impact of science curricula on student views
Laboratory experiences as a part of most U.S. high
about the natureBuy
of science.
Paperback Journal of
| $49.95Research
school in Science
science curricula Teaching,
have been taken for granted
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
learning? scienti
can theyc inquiry:
contribute toTheir
science
conceptualization
Buy Ebook | $39.99
of uncertainty learning? What is the current status of labs in our
in investigations of their own design.
nation�s high schools as a context for learning
Cognition and Instruction, 22(2), 219-290. science? This book looks at a range of questions about
Meyer, K., and Woodruff, E. (1997). how laboratory experiences t into U.S. high schools:
MyNAP members save Consensually driven explanation in
science teaching. Science Education, 80, 173-192.
10% online. What is e ective laboratory teaching?
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Millar, R. (1998). Rhetoric and reality: What practical work in tellscience
us about learning in
save! high school science labs?
education is really for. In J. Wellington (Ed.),HowPractical work
should student in school
learning in laboratory
science: Which way now? (pp. 16-31). London, England: Routledge.
experiences be assessed?
Download Free PDFDo all student have access to laboratory
experiences?
What changes need to be made to improve
Millar, R. (2004). The role of practical work inlaboratory experiences
the teaching andforlearning
high schoolof
students?
science. Paper prepared for the Committee How oncan
High
schoolSchool Science
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/June3- system and student outcomes, no part of the
4_2004_High_School_Labs_Meeting_Agenda.html [accessed
high school curriculum April scrutiny.
should escape
This timely book investigates factors that
2005].
in uence a high school laboratory experience,
looking closely at what currently takes place
National Research Council. (1999). How people andlearn:
what theBrain,
goals of mind,
those experiences are
and should be. Science educators, school
experience, and school. Committee on Developments in the Science of
administrators, policy makers, and parents will
Learning, J.D. Bransford, A.L. Brown, and R.R. Cocking
all bene (Eds.).
t from a better Washington,
understanding of the
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workshop of the Media-X Program atscience? Stanford University,
This book October
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of questions
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