role of teacher in laboratory

(2002). As teachers move beyond laboratory experiences focusing on tools, procedures, and observations to those that engage students in posing a research question or in building and revising models to explain their observations, they require still deeper levels of science content knowledge (Windschitl, 2004; Catley, 2004). Teachers require several types of knowledge to succeed in these multiple activities, including (1) science content knowledge, (2) pedagogical content knowledge, (3) general pedagogical knowledge, and (4) knowledge of appropriate assessment techniques to measure student learning in laboratory education. In addition, they found that commercially available laboratory manuals failed to provide cognitively challenging activities that might help to bridge the gap between teachers lack of knowledge and improved laboratory experiences (McComas and Colburn, 1995, p. 120). In this program, faculty modeled lower-level inquiry-oriented instruction focused on short laboratory sessions with limited lecturing and no definitions of terms. Many schools schedule eight 40- to 55-minute class periods, so that following the AAPT guidelines would allow physics teachers two preparation periods. These strategies included arranging seating to facilitate student discussion, requiring students to supply evidence to support their claims, encouraging students to explain concepts to one another, and having students work in cooperative groups. These might include websites, instructional materials, readings, or other resources to use with students. In B.J. 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. It often consists mostly of one-day (or shorter) workshops focusing on how-to activities that are unlikely to challenge teachers beliefs about teaching and learning that support their current practice (DeSimone, Garet, Birman, Porter, and Yoon, 2003). Further research is needed to assess the extent to which such programs help teachers develop the knowledge and skills required to lead laboratory experiences in ways that help students master science subject matter and progress toward other science learning goals.

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