Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701.
Abstract: Reviews and assesses the effectiveness of the attempts undertaken to improve prospective and practicing science teachers' conceptions of the nature of science (NOS). Categorizes reviews as implicit or explicit. Indicates that the explicit approach was more effective in enhancing teachers' views. Assumes that developing an understanding of NOS is an 'affective', as opposed to a 'cognitive', learning outcome.
Berg, C. A. R; Bergendahl, V Christina B; Lundberg, Bruno K S, & Tibell, Lena A E. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25 (3), 351-72.
Abstract: Compares outcomes of open-inquiry and expository versions of a chemistry laboratory experiment at the university level. Investigates whether the two versions would result in different outcomes depending upon students' attitudes towards learning. Indicates that the open-inquiry version shows the most positive outcomes, and students with low attitude position needed more support to meet the challenges of open-inquiry experiments.
DeCarlo, C. L & Rubba, P. A. (1994). What happens during high school chemistry laboratory sessions? A descriptive case study of the behaviors exhibited by three teachers and their students.; Journal of Science Teacher Education, 5 (2), 37-47.
Abstract: Examines the following questions related to the effectiveness of science laboratory activities: (1) the behavior of high school chemistry teachers; (2) the behavior of high school chemistry students; and (3) the relationship, if any, between teacher behavior and student behavior as exhibited during high school chemistry laboratory sessions.
Desimone, L., Porter, A., Garet, M, Yoon, K., & Birman, B. (2002). Effects of professional development on teachers instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24 (2) 81-112.
Abstract: This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996-1999. We found that professional development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher’s instruction.
Driver, Leach, Millar & Scott (1996). Young people’s images of science. Buckingham, UK: Open University Press.
Driver, R., Squires, A. Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science. London: Routledge.
Dunbar, K. (1995). How scientists really reason: Scientific reasoning in real-world laboratories. In R.J. Sternberg & J. Davidson (Eds.) Mechanisms of insight.
Abstract: (from the chapter) discuss 2 novel approaches [used] in my research to investigate the cognitive processes involved in scientific reasoning and discovery / the 1st approach involves taking a discovery from a real scientific domain, generating a task that is analogous to what the scientists had to do, giving this task to Ss, and determining whether and how Ss make the discovery [i.e., "in vitro" research] / the 2nd approach is one of investigating real scientists working on their own research [i.e., "in vivo" research] / data were collected over a 1-yr period in 4 leading molecular biology laboratories / argue that just as in biological research it is necessary to conduct both in vitro and in vivo research to understand a biological process fully, it is likewise necessary to employ both methodologies in cognitive research to understand fully the cognitive processes involved in scientific reasoning and discovery / [describe] mechanisms underlying conceptual change and insight
Dunbar, K. (200). How scientists think in the real world: Implications for science education. Journal of Applied Developmental Psychology. 21 (1), 49-58.
Abstract: Research on scientific thinking and science education is often based on introspections about what science is, interviews with scientists, prescriptive accounts of science, and historical data. Although each of these approaches is valuable, each lacks some key components of what scientists do, which makes it difficult to determine what scientists are being trained for and what essential thinking and reasoning tools they must have. The research reported herein sought to determine the cognitive processes underlying reasoning in science using two approaches. The first is to bring participants into the laboratory and give them scientific problems to work on. The second is to investigate real scientists as they work at their own problems. Both approaches make it possible to propose several thinking and reasoning strategies that are conducive to making discoveries. Both also make it possible to understand some of the basic cognitive mechanisms underlying scientific thinking.
Duschl, R. & Hamilton, R. (1998). Conceptual change in science and in the learning of science. In B.J. Fraser & K.G. Tobin (Eds.) International Handbook of Science Education. Kluwer Academic Publishers. Pp. 1047-1065.
No abstract provided.
Freedman, M. P. (2002). The influence of laboratory instruction on science achievement and attitude toward science across gender differences. Journal of Women & Minorities in Science & Engineering. 8 (2), 191-200.
Abstract: Investigates the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a 9th grade physical science course. Reports that students with regular laboratory instruction scored significantly higher in achievement of science knowledge than those without laboratory instruction.
Gamoran, A., Anderson, C., Quiroz, P., Secada, W., Williams, T., & Ashmann, S. (2003). Transforming teaching in math and science: How schools and districts can support change. New York, NY: Teachers College Press.
No abstract provided
GAO (1995). School facilities: America’s schools not designed or equipped for 21st century (Letter report)
http://frwebgate.access.gpo.gov/cgi-bin/useftp.cgi?IPaddress=162.140.64.88&filename=he95095.txt&directory=/diskb/wais/data/gao
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38 (4), 915-945.
Abstract: This study uses a national probability sample of 1,-27 mathematics and science teachers to provide the first large-scale comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (1) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.
Giddings, G. and Waldrip, B. G. (1996). A comparison of science laboratory classrooms in Asia, Australia, South Pacific and USA: An International Study. Technical Report.
Abstract: This study attempted to compare the science laboratory learning environments of secondary schools across both developed and developing countries (Australia, Brunei, Cook Islands, Fiji, Papua New Guinea, Singapore, Solomon Islands, Tonga, Tuvalu, United States, Vanuatu, and Western Samoa). The study used a version of the Science Laboratory Learning Environment Inventory that had been previously validated for use in both developing and developed country contexts. Analysis of data generated found surprisingly similar science laboratory learning environments across most high schools throughout the countries with one of the environment scales, Open-endedness, as the least favorable scale. Overall students' attitude towards science were very favorable with boys tending to have a more favorable attitude than girls. The study suggests that global changes in general teaching practice has had little influence on science laboratory teaching practices and that science teaching, although to some extent culturally bound, also has to a large degree an "ethos" and methodology of its own, with an inherent resistance to change.
Hart, C; Mulhall, P.; Berry, A.; Loughran, J., and Gunstone, R. (2000). What is the purpose of this experiment: Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37, (7): 655-675.
Abstract: Historically, there have been many claims made about the value of laboratory work in schools, yet research shows that it often achieves little meaningful learning by students. One reason, among many, for this failing is that students often do not know the "purposes" for these tasks. By purposes we mean the intentions the teacher has for the activity when she/he decides to use it with a particular class at a particular time. This we contrast with the "aims" of a laboratory activity , the often quite formalized statements about the intended endpoint of the activity that are too often the "opening lines" of a student laboratory report and are simply the "expected" specific science content knowledge outcomes -- not necessarily learnt or understood. This paper describes a unit of laboratory work which was unusual in that the teacher's purpose was to develop students' understanding about the way scientific facts are established with little expectation that they would understand the science content involved in the experiments. The unit was very successful from both a cognitive and affective perspective. An important feature was the way in which students gradually came to understand the teacher's purpose as they proceeded through the unit.
Henderson, D. & Fisher, D. (1998). Assessing learning environments in senior science laboratories. Australian Science Teachers Journal. 44 (4), 57-62.
Abstract: Describes the use of the Science Laboratory Environment Inventory (SLEI) which was designed for assessing senior science students' perceptions of aspects of their laboratory learning environment. Describes ways in which SLEI has been used in research studies and outlines ways educators could use the instrument for evaluating aspects of their own science laboratory experiments.
Hilosky, A.; Sutman, F., and Schmuckler, J. (1998). Is laboratory-based instruction in beginning college-level chemistry worth the effort and expense? Journal of Chemical Education, 75 (1), 100-104.
Abstract: Reports on a series of studies related to seeking a more effective role for laboratory experiences in science instruction. The study addressed the status of laboratory-based instruction in chemistry at the beginning college level. This study should be of value in the continual search to seek effective means of reforming beginning college-level chemistry instruction.
Hofstein, A and Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research; 52, (2), 201-217.
Abstract: The laboratory has been given a central and distinctive role in science education, and science educators have suggested that there are rich benefits in learning from using laboratory activities. At this time, however, some educators have begun to question seriously the effectiveness and the role of laboratory work, and the case for laboratory teaching is not as self-evident as it once seemed. This paper provides perspectives on these issues through a review of the history, goals, and research findings regarding the laboratory as a medium of instruction in introductory science teaching. The analysis of research culminates with suggestions for researchers who are working to clarify the role of the laboratory in science education.
Hofstein, A and Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century, Science Education, 88, 28-54
Abstract: The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, 1982). Twenty years later, we are living in an era of dramatic new technology resources and new standards in science education in which learning by inquiry has been given renewed central status. Methodologies for research and assessment that have developed in the last 20 years can help researchers seeking to understand how science laboratory resources are used, how students’ work in the laboratory is assessed, and how science laboratory activities can be used by teachers to enhance intended learning outcomes. In that context, we take another look at the school laboratory in the light of contemporary practices and scholarship. This analysis examines scholarship that has emerged in the past 20 years in the context of earlier scholarship, contemporary goals for science learning, current models of how students construct knowledge, and information about how teachers and students engage in science laboratory activities.
Klahr, D. & Simon, H. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125 (5), 524-543.
Abstract: This review integrates 4 major approaches to the study of science – historical accounts of scientific discoveries, psychological experiments with nonscientists working on tasks related to scientific discoveries, direct observation of ongoing scientific laboratories , and computational modeling of scientific discovery processes – by viewing them through the lens of the theory of human problem solving. The authors provide a brief justification for the study of scientific discovery, a summary of the major approaches, and criteria for comparing and contrasting them. Then, they apply these criteria to the different approaches and indicate their complementarities. Finally, they provide several examples of convergent principles of the process of scientific discovery.
Lazarowitz & Tamir (1994). Research on using laboratory instruction in science. In D. Gabel (Ed.) Handbook of research on science teaching and learning, pp. 94 -128
Ledermann, N.G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, (4): 331-359.
Abstract: The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
Linn, M. (1997). The role of the laboratory in science learning. The Elementary School Journal, 97, 4, 401-417.
Abstract: In this article I provide a historical account of research and practices associated with science laboratories in pre-college instruction. Three social contexts of research on science laboratories are described. In the separation context, each group concerned with science teaching and learning worked in isolation. For example, psychologists studied the learner, educators studied the school, and natural scientists designed the curriculum. In the interaction context, natural scientists typically worked with either classroom teachers or educators to investigate the science laboratory. For instance, classroom teachers field-tested laboratory materials, and provided feedback to natural scientists. In the partnership context, all those concerned with science instruction worked together with respect for each other. For example, experts in technology designed tools and incorporated findings from cognitive investigations to improve classroom effectiveness. Research from each of these contexts contributed both findings and methods that improved the science laboratory. To continue this process of improvement, more partnerships are needed. Furthermore, future partnerships will involve experts form more and more disciplines as well as provide training for those who might bridge the contributing disciplines.
Linn, M. (2003). Technology and science education: Starting points, research programs, and trends. International Journal of Science Education, 25, (6), 727-758.
Abstract: Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences.
Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In B.J. Fraser & K.G. Tobin (Eds.) International Handbook of Science Education. Kluwer Academic Publishers. Pp. 249-262.
Abstract: The first of this chapter's three major sections provides a historical perspective on the use of laboratory activities in science education. The second section discusses the importance of achieving greater consistency between goals, theories and practices. Implications for teaching in school science laboratories form the focus of the third section.
Marek, E. A.; Askey, D. M, and Abraham, M. R. (2000). Student absences during learning cycle phases: A technological alternative for make-up work in laboratory based high school chemistry. International Journal of Science Education. 22 (10), 1055-68.
Abstract: Absences from school present a major obstacle to students gaining understanding of concepts developed in class. Investigates an alternative procedure for making up missed class work: viewing a quasi-interactive videotaped presentation of missed portions of a learning cycle in chemistry.
Marx, R., Freeman, J., Krajcik, J. & Blumenfeld, P. (1998). Professional development of science teachers. In B.J. Fraser & K.G. Tobin (Eds.) International Handbook of Science Education. Kluwer Academic Publishers. Pp. 667-680.
Abstract: The approach that we have taken to professional development in science education at the University of Michigan is founded on recent research in the areas of teacher learning and staff development. In the first half of this chapter, we present the theoretical perspective underlying our work, beginning with a brief account of the field’s contemporary history, and then exploring current work in professional development for science teachers, and citing international examples from four countries. In the second half of the chapter, we present our ideas about professional development as they have grown from our research and practice with project-based science. This approach includes interpersonal and technological features and is based on a dynamic interplay of collaboration with others, enactment of new practices in classrooms, extended effort to instantiate change, and reflection on practice.
Matthews, M. R. (1994). Historical debates about the science curriculum. In M.R. Matthews, Science teaching: The role of history and philosophy of science. New York: Routledge.
Mayer, R. E (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14-19.
Abstract: The author's thesis is that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning--practiced under the guise of cognitive constructivism or social constructivism--as a preferred instructional method. The author reviews research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration.
McManus, D. O., Dunn, R., and Denig, S. J. (2003). Effects of traditional lecture versus teacher-constructed and student-constructed self-teaching instructional resources on short-term science achievement and attitudes. American Biology Teacher.; 65 (2), 93-102
Abstract: Compares the effects of three different teaching methods: (1) traditional instruction through listening to a lecture, reading, and participating in discussion; (2) instruction with teacher-constructed self-teaching resources; and (3) instruction with student-constructed self-teaching resources. Determines their effectiveness and the time required for student engagement. Reports a positive correlation between tactual and kinesthetic resource involvement and an increase in achievement.
Millar, R. (1998). Rhetoric and reality: What practical work in science education is really for. In J. Wellington (Ed.). Practical work in school science: Which way now? (pp. 16-31). London: Routledge.
National Center for Education Statistics (2003). The nation’s report card: Science 2000.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003453
National Center for Education Statistics (1996). High school seniors’ instructional experiences in science and mathematics.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=95278
National Research Council (2004). Laboratories in Science Education: Understanding the History and Nature of Science (commissioned paper). Committee on High School Science Laboratories: Role and Vision. Jane Maienschein, author. Division of Behavioral and Social Sciences and Education. Washington, DC. http://www7.nationalacademies.org/bose/Jane_Maienschein_Presentation_Jun_04.pdf
National Research Council (2004). The Role of Practical Work in the Teaching and Learning of Science (commissioned paper). Committee on High School Science Laboratories: Role and Vision. Robin Millar, author. Division of Behavioral and Social Sciences and Education. Washington, DC. http://www7.nationalacademies.org/bose/Millar_draftpaper_Jun_04.pdf
National Research Council (2004). The HS Lab Experience: Reconsidering the Role of Evidence, Explanation and the Language of Science (commissioned paper). Committee on High School Science Laboratories: Role and Vision. Richard Duschl, author. Division of Behavioral and Social Sciences and Education. Washington, DC. http://www7.nationalacademies.org/bose/RDuschl_comissioned_paper_71204_HSLabs_Mtg.pdf
Reiser, B., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. Carver and D. Klahr (Eds.) Cognition and instruction: Twenty-five years of progress pp. 263-305.
Abstract: (from the chapter) Describes an approach for supporting ambitious science in classrooms that centers on the design of learning environments for students engaged in scientific investigation and explanation of biological phenomena. This project, called BGuILE, Biology Guided Inquiry Learning Environments, developed and studied the use of technological and curricular supports for the teaching and learning of biology. BGuILE technology-infused curricular units center on investigation activities in which students construct empirically supported explanations from a rich base of primary data. These investigations are made possible through software environments that serve as the investigation context that provide access to the primary data, and that provide support tools for analyzing the data and synthesizing explanations. Activities preceding investigations are designed to help students build the rudimentary knowledge and skills that facilitate a thoughtful and thorough treatment of the problem investigations. Informal and structured discussions are interspersed throughout all the activities in order to provide opportunities for reflection and for sharing and critiquing ideas.
Russell, C. P & French, D. P. (2002). Factors affecting participation in traditional and inquiry-based laboratories. Journal of College Science Teaching.; 31 (4):225-29.
Abstract: Reports on a study of participation, achievement, and attitude in cookbook and inquiry-based introductory biology laboratories through observations, interviews, and attitude/knowledge surveys. Participation differences between men and women disappeared in the inquiry-based laboratory.
Sadler, P. & Tai, R. (2001). Success in introductory college physics: The role of high school preparation. Science Education, 85, 111-136.
Abstract: High school teachers and college physics professors differ in their beliefs concerning the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. Controlling for student backgrounds, taking a high school physics course has a modestly positive relationship with the grade earned in introductory college physics. More rigorous preparation, including calculus and 2 years of high school physics, predicts higher grades. Students who had high school courses that spent more time on fewer topics, concepts, problems, and labs performed much better in college than those who raced through more content in a textbook-centered course. College professors should recognize that a substantial fraction of the variation observed in the performance of students they teach can be explained by the range in effectiveness of their pre-college preparation, not simply innate ability. Although students without a high school physics course often do well in college physics, they are more likely to be academically stronger, with more educated parents, having previously taken calculus, and taking physics in their sophomore or junior year in college.
Sandoval, W. A. and Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching; 40 (4), 369-92.
Abstract: Explores the effects of students' inquiry during a technology-supported unit of evolution and natural selection on their beliefs about the nature of science. Shows that the inconsistency of individual responses undermines the assumption that students have stable, coherent epistemological frameworks. Indicates differences between student talk during inquiry and their ability to talk epistemologically about science. Emphasizes the role of epistemic discourse in developing epistemological understanding.
Schenck, S. & Meeks, D. (Eds) (1999) Math and science programs: Making them count. (New York City Office of the Comptroller, NY. Office of Policy Management. [BBB32161]).
Abstract: A solid background in math, science, and technology is vital to competing in today's workforce, as well as necessary to understanding the world in which we live. Mastery of technology is now necessary even in traditionally vocational careers, as some of today's automobiles have more computing power than a personal computer. New York City private sector job growth has been concentrated in areas which require a foundation in math, science, and technology. This report looks at recent steps taken, as well as the many barriers which remain, to making New York City high school graduates genuinely competitive in science, math and technology. These steps began under then Chancellor Cortines in 1994 with the introduction of the Citywide Math and Science Initiative, which required all entering high school students to take 3 years of Regents-level math and laboratory science. Chancellor Crew has continued this initiative, adding greatly needed standards and resources for technology to the schools. We are far from achieving the primary goal established by the Citywide Math and Science Initiative--namely, that all students develop math and science skills at the Regents level. In addition to documenting barriers to the Initiative's complete and successful implementation, this study makes recommendations which constitute an agenda for what must be done in the coming years. The methodology utilized combined field interviews and observations with a review of relevant test scores, budget and policy data produced by the New York City Board of Education and the New York State Department of Education. Field work included staff interviews and inspections of science laboratories at 19 high schools chosen to represent all five boroughs and the range of academic performance.
Schwartz, R.S., & Lederman, N.G. (2002). It’s the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205-236.
