TAILIEUCHUNG - Ebook America's lab report: Investigations in high school science: Part 2

(BQ) This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the Report Review Committee of the NRC. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process. | 116 4 Current Laboratory Experiences Key Points • Laboratory experiences have unique features that pose a challenge to effective instruction. • On average, high school students enrolled in science classes participate in laboratory experiences for one class period each week; however, students in schools with higher concentrations of non-Asian minorities spend less time in laboratory experiences than students in schools with fewer non-Asian minorities. • Most high school students participate in typical laboratory experiences that are isolated from the flow of science instruction and do not follow the other design principles outlined by the committee. xx The previous chapter reviewed research on the outcomes of different types of laboratory experiences and outlined principles of instructional design to guide development of more effective laboratory experiences. In this chapter, the committee reviews evidence about the quantity and quality of laboratory experiences in . high schools today. We begin with a description of the nature of laboratory education, which poses challenges to teachers and schools, and then address how these challenges are being met. The CURRENT LABORATORY EXPERIENCES next section focuses on the amount of time science students spend in laboratory activities as part of their science courses. We then assess current laboratory experiences in light of the range of experiences presented in Chapter 1 and the goals and instructional design principles presented in Chapter 3. The chapter concludes that most laboratory experiences today are “typical” laboratory experiences, isolated from the flow of science instruction. Because these typical laboratory experiences do not follow the design principles we have outlined, they are unlikely to help students attain the science learning goals identified in Chapter 3: • • • • • • • Enhancing mastery of subject matter. Developing scientific reasoning. Understanding the complexity and ambiguity of empirical .

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