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Executive Summary
Pages 1-12

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From page 1...
... Increasing this understanding will require major reforms in science education, including reforms in the laboratories that constitute a significant portion of the high school science curriculum. Since the late 19th century, high school students in the United States have carried out laboratory investigations as part of their science classes.
From page 2...
... While the committee found that many laboratory experiences involve students in carrying out carefully specified procedures to verify established scientific knowledge, we also learned of laboratory experiences that en gaged students in formulating questions, designing investigations, and creat ing and revising explanatory models. Participating in a range of laboratory experiences holds potential to enhance students' understanding of the dy namic relationships between empirical research and the scientific theories
From page 3...
... Goals of Laboratory Experiences In our review of the literature, the committee identified a number of science learning goals that have been attributed to laboratory experiences, including: · enhancing mastery of subject matter; · developing scientific reasoning; · understanding the complexity and ambiguity of empirical work; · developing practical skills; · understanding the nature of science; · cultivating interest in science and interest in learning science; and · developing teamwork abilities.
From page 4...
... and their interest in science in comparison to students who participated in the traditional program of science instruction. Some of the science learning goals presented above, particularly understanding the complexity and ambiguity of empirical work, can be attained only through laboratory experiences.
From page 5...
... : improving mastery of subject matter, developing scientific reasoning, and cultivating interest in science. Integrated instructional units also appear to be effective in helping diverse groups of students progress toward these three learning goals.
From page 6...
... Lacking a focus on learning goals related to the subject matter being addressed in the science class, these typical laboratory experiences often fail to integrate student learning about the processes of science with learning about science content. Typical laboratory experiences rarely incorporate ongoing reflection and discussion among the teacher and the students, although there is evidence that reflecting on one's own think ing is essential for students to make meaning out of their laboratory activi ties.
From page 7...
... Few high schools support science teachers in improving their laboratory teaching by providing appropriate, ongoing professional development, well-designed science curricula, and adequate laboratory facilities and supplies. Conclusion 4: Improving high school science teachers' capacity to lead laboratory experiences effectively is critical to advancing the educational goals of these experiences.This would require major changes in undergraduate science education, including providing a range of effective laboratory experiences for future teachers and developing more comprehensive systems of support for teachers.
From page 8...
... These standards could be used as flexible frameworks to guide schools and teach ers in integrating laboratory experiences into the flow of instruction in order to help students master science subject matter while also developing scien tific reasoning and advancing other learning goals. However, this rarely hap pens.
From page 9...
... WHAT NEXT? RESEARCH, DEVELOPMENT, AND IMPLEMENTATION OF EFFECTIVE LABORATORY EXPERIENCES Laboratory experiences have the potential to help students attain several important learning goals, including mastery of science subject matter, increased interest in science, and development of scientific reasoning skills.
From page 10...
... ? The available research literature suggests that laboratory experiences will be more likely to help students attain science learning goals if they are designed with clear learning outcomes in mind, thoughtfully sequenced into the flow of classroom science instruction, and follow the other instructional
From page 11...
... They can also guide improvements in the undergraduate science education of future teachers and professional development of current science teachers. The committee envisions a future in which the role and value of high school science laboratory experiences are more completely understood.


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