Guiding students through the complexity and ambiguity of empirical. In contrast to these short, ineffective approaches, consensus is growing in the research about key features of high-quality professional development for mathematics and science teachers (DeSimone, Porter, Garet, Yoon, and Birman, 2002; DeSimone et al., 2003, p. 10): New forms of professional development (i.e., study group, teacher network, mentoring, or task force, internship, or individual research project with a scientist) in contrast to the traditional workshop or conference. Pre-service biology teachers knowledge structures as a function of professional teacher education: A year-long assessment. Hirsch, E., Koppich, J.E., and Knapp, M.S. Fulfilling the promise: Biology education in the nations schools. And, among teachers who left because of job dissatisfaction, mathematics and science teachers reported more frequently than other teachers that they left because of poor administrative support (Ingersoll, 2003, p. 7). Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? Project ICAN: Inquiry, Context, and Nature of Science. Harlen, W. (2000). a deeper understanding of abstract concepts and theories gained by experiencing and visualising them as authentic phenomena the skills of scientific enquiry and problem-solving, including: recognising and defining a problem formulating hypotheses designing experiments collecting data through observation and/or experimentation interpreting data He enrolled at the University of the Free State in 1980 and obtained a BSc degree in Mathematics and Physics, as well as a Higher Education Diploma. (2004). Expertise in science alone also does not ensure that teachers will be able to anticipate which concepts will pose the greatest difficulty for students and design instruction accordingly. Providing more focused, effective, and sustained professional development activities for more science teachers requires not only substantial financial resources and knowledge of effective professional development approaches, but also a coherent, coordinated approach at the school and district level. Philadelphia: Open University Press. A supportive school administration could help teachers overcome their isolation and learn from each other by providing time and space to reflect on their laboratory teaching and on student learning in the company of colleagues (Gamoran, 2004). Javonovic, J., and King, S.S. (1998). At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory . Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. In 2000, according to a nationally representative survey of science teachers, most school administrators provided inadequate time for shared planning and reflection to improve instruction. Science teachers may be modeling instructional practices they themselves witnessed or experienced firsthand as students in college science classes. Before its too late: A report to the nation from the national commission on mathematics and science teaching for the 21st century. 4. The teachers ability to use sophisticated questioning techniques to bring about productive student-student and student-teacher discussions in all phases of the laboratory activity is a key factor in the extent to which the activity attains its goals (Minstrell and Van Zee, 2003). This would require both a major changes in undergraduate science education, including provision of a range of effective laboratory experiences for future teachers, and developing more comprehensive systems of support for teachers. 357-382). Glagovich, N., and Swierczynski, A. 4.8. (2004).
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role of teacher in laboratory