America´s Lab Report

Chapter 2: The Education Context Key Points: “High school students’ science achievement nationwide is not impressive and has not changed substantially in three decades. The national and state policy environment of science education is complex and interconnected. This complex landscape must be taken into account when reconsidering the role of laboratory experiences in high school science. Currently, policies influencing high school science education are not well aligned. Some policies and practices may constrain efforts to improve high school science laboratory experiences.”

Recent Trends in U.S. Science Education Public Understanding of Science o Research suggests that although scientific literacy has grown over the past century, it remains generally low for the American public. Research reveals that there has been little improvement in science achievement in secondary schools over the past 30 years. o current large-scale achievement tests are not capable of measuring progress toward all of the goals of laboratory experiences Results of International Comparative Tests suggests that American high school students are below average in science achievement, though the tests may be limited in terms of accurately reflective achievement and retention of knowledge. Among first-year students who declared majors in science and engineering in 1990, fewer than half had completed such a degree within five years. o This may reveal that high school science education does not prepare students for undergraduate work in the sciences. Findings suggest that laboratory experiences may be more effective in supporting student learning when they are integrated into the stream of science instruction

Recent Trends in U.S. Science Education (continued) Rising Enrollments and Increasing Diversity in the U.S. results in: o Linguistic and Ethnic Diversity  “A recent review of the research on science education and student diversity concluded that diverse science students may benefit from special support in learning and using scientific language, in becoming comfortable with the community of school science learners, in understanding scientific concepts and modes of thinking, and in developing trusting relationships with other students and the teacher” (Lee and Luykx, in press). o Special Needs Education  “In order to provide disabled students with access to laboratory experiences, schools may provide accommodations in laboratory instruction, in the physical design of the laboratory or classroom, or in the ways in which students demonstrate their knowledge of science” (Keller, 2002).

Policies Influencing High School Laboratory Experiences High School State Graduation Requirements increasingly include requisite science courses, some involving laboratory experience. o Ironically, “most states that require a laboratory course for high school graduation or college entrance do not, within those requirements, define what constitutes a laboratory science course.” Science Standards and Assessments o Enhancing mastery of subject matter. o Developing scientific reasoning. o Understanding the complexity and ambiguity of empirical work. o Developing practical skills. o Understanding the nature of science. o Cultivating interest in science and interest in learning science. o Developing teamwork abilities. No Child Left Behind requires that states assess science achievement once each year in each of three grade bands

Policies Influencing High School Laboratory Experiences (continued) State Science Standards and the Goals of Laboratories o Content vs. concepts/skills remains a controversial issue o “The science topics included in state science standards...can conflict with other elements of state science standards that call for students to engage in laboratory experience” State Science Assessments and the Goals of Laboratories Implementing State Standards The Influence of Science on Curriculum Instruction The Role of the Scientific Community o Providing Laboratory-focused Curriculum o Providing Laboratory Facilities and Equipment o Providing Student Internships

Laboratory Experiences for the 21st Century Role of the Lab in Science Ed Laboratory experiences are one of the most important parts of any science class. Hands-on experiences are irreplaceable in their role in increasing student understanding. In order to improve laboratory experiences, it is clear that these activities must be integrated into the curriculum.

Laboratory Experiences for the 21st Century Goals of Lab Experiences Enhancing mastery of subject matter. Developing scientific reasoning. Understanding the complexity and ambiguity of empirical work. Developing practical skills. Understanding of the nature of science. Cultivating interest in science and interest in learning science. Developing teamwork abilities.

Laboratory Experiences for the 21st Century Evidence of Effectiveness Research shows that experiences with no link to classwork are no better or worse at increasing understanding than typical modes of instruction. There is actually very little data which describes the experience that most students have. The little data that exists suggests that most students lab experiences are “dismal”.

Laboratory Experiences for the 21st Century Current Laboratory Experiences Typical laboratory experiences are removed from the actual classroom experience, or `disconnected from the flow of science classes´. Not all students have access to laboratory experiences. Unfortunately, most schools offer limited professional development for teachers in the area of laboratory experiences.

Laboratory Experiences for the 21st Century Toward the Future: New Approaches “Improving high school teachers capacity to lead laboratory experiences is critical to advancing the educational goals of these experiences.” Assessment of student learning must be tied to clearly defined expected outcomes. Methods to assess if students meet outcomes should be varied and holistic.