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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. What do they contribute to science
learning? What can they contribute to science 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 fit into U.S. high schools: What is
effective laboratory teaching? What does research tell us about
learning in high school science labs? How should student learning
in laboratory experiences be assessed? Do all student have access
to laboratory experiences? What changes need to be made to improve
laboratory experiences for high school students? How can school
organization contribute to effective laboratory teaching? With
increased attention to the U.S. education system and student
outcomes, no part of the high school curriculum should escape
scrutiny. This timely book investigates factors that influence a
high school laboratory experience, looking closely at what
currently takes place and what the goals of those experiences are
and should be. Science educators, school administrators, policy
makers, and parents will all benefit 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. Table of
Contents Front Matter Executive Summary 1 Introduction, History,
and Definition of Laboratories 2 The Education Context 3 Laboratory
Experiences and Student Learning 4 Current Laboratory Experiences 5
Teacher and School Readiness for Laboratory Experiences 6
Facilities, Equipment, and Safety 7 Laboratory Experiences for the
21st Century APPENDIX A Agendas of Fact-Finding Meetings APPENDIX B
Biographical Sketches of Committee Members and Staff Index
The National Science Foundation funded a synthesis study on the
status, contributions, and future direction of discipline-based
education research (DBER) in physics, biological sciences,
geosciences, and chemistry. DBER combines knowledge of teaching and
learning with deep knowledge of discipline-specific science
content. It describes the discipline-specific difficulties learners
face and the specialized intellectual and instructional resources
that can facilitate student understanding. Discipline-Based
Education Research is based on a 30-month study built on two
workshops held in 2008 to explore evidence on promising practices
in undergraduate science, technology, engineering, and mathematics
(STEM) education. This book asks questions that are essential to
advancing DBER and broadening its impact on undergraduate science
teaching and learning. The book provides empirical research on
undergraduate teaching and learning in the sciences, explores the
extent to which this research currently influences undergraduate
instruction, and identifies the intellectual and material resources
required to further develop DBER. Discipline-Based Education
Research provides guidance for future DBER research. In addition,
the findings and recommendations of this report may invite, if not
assist, post-secondary institutions to increase interest and
research activity in DBER and improve its quality and usefulness
across all natural science disciples, as well as guide instruction
and assessment across natural science courses to improve student
learning. The book brings greater focus to issues of student
attrition in the natural sciences that are related to the quality
of instruction. Discipline-Based Education Research will be of
interest to educators, policy makers, researchers, scholars,
decision makers in universities, government agencies, curriculum
developers, research sponsors, and education advocacy groups. Table
of Contents Front Matter Executive Summary Section I: Status of
Discipline-Based Education Research 1 Introduction 2 The Emergence
and Current State of Discipline-Based Education Research Section
II: Contributions of Discipline-Based Education Research 3 Overview
of Discipline-Based Education Research 4 Identifying and Improving
Students' Conceptual Understanding in Science and Engineering 5
Problem Solving, Spatial Thinking, and the Use of Representations
in Science and Engineering 6 Instructional Strategies 7 Some
Emerging Areas of Discipline-Based Education Research Section III:
Future Directions for Discipline-Based Education Research 8
Translating Research into Teaching Practice: The Influence of
Discipline-Based Education Research on Undergraduate Science and
Engineering Instruction 9 Future Directions for Discipline-Based
Education Research: Conclusions and Recommendations References
Appendix: Biographical Sketches of Committee Members and Staff
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