19122019 3 Laboratory Experiences and Student Leaming | America's Lab Report: Investigations in High School Science | The National Academies. THE NATIONAL ACADEMIES PRESS BOOK America's Lab Report: Investigations in High School Science (2006) Chapter: 3 Laboratory Experiences and Student Learning Visit NAP.edu/10766 to get more information about this book, to buyitin print, or to download it as a free PDF. 3 Laboratory Experiences and Student Learning Key Points The science learning goals of laboratory experiences include enhancing mastery of science subject matter, developing scientific reasoning abilities, increasing understanding of the complexity and ambiguity of empirical work, developing practical skills, increasing understanding of the nature of science, cultivating interest in science and science learning, and improving teamwork abilities. The research suggests that laboratory experiences will be more likely to achieve these goals éf they (1) are designed with clear learning outcomes in mind, (2) are thoughtfully sequenced into the flow of classroom science instruction, (3) integrate learning of science content and process, and (4) incorporate ongoing student reflection and discussion. Computer-based representations and simulations of natural phenomena and large scientific databases are more likely to be effective if they are integrated into a thoughtful sequence of classroom science instruction that also includes laboratory experiences. tps). nap edulroad/1131 "chapters 115s,ssrno1g 5 Laboratory Experiences and Student Learning | America's Lab Report: Investigations in High School Science | The National Academies In this chapter, the committee first identifies and clarifies the learning goals of laboratory experiences and then discusses research evidence on attainment of those goals. The review of research evidence draws on three major strands of research: (1) cognitive research illuminating how students learn; (2) studies that examine laboratory experiences that stand alone, separate from the flow of classroom science instruction; and (3) research projects that sequence laboratory experiences with other forms of science instruction.! We propose the phrase “integrated instructional units” to describe these research and design projects that integrate laboratory experiences within a sequence of science instruction. In the following section of this chapter, we present design principles for laboratory experiences derived from our analysis of these multiple strands of research and suggest that laboratory experiences designed according to these principles are most likely to accomplish their learning goals. Next we consider the role of technology in supporting student learning from laboratory experiences. The chapter concludes with a summary. GOALS FOR LABORATORY EXPERIENCES Laboratories have been purported to promote a number of goals for students, most of which are also the goals of science education in general (Lunetta, 1998; Hofstein and Lunetta, 1982). The committee commissioned a paper to examine the definition and goals of laboratory experiences (Millar, 2004) and also considered research reviews on laboratory education that have identified and discussed learning goals (Anderson, 1976; Hofstein and Lunetta, 1982; Lazarowitz and Tamir, 1994; Shulman and Tamir, 1973). While these inventories of goals vary somewhat, a core set remains fairly consistent, Building on these commonly stated goals, the committee developed a comprehensive list of goals for or desired outcomes of laboratory experiences: + Enhancing mastery of subject matter. Laboratory experiences may enhance student understanding of specific scientific facts and tps). nap edulroad/1131 "chapters 2155ssrno1g 3 Laboratory Experiences and Student Leaming | Americas Lab Report: lnvesigators in High Schoo! Science | The Naonal Academies. concepts and of the way in which these facts and concepts are organized in the scientific disciplines. * Developing scientific reasoning. Laboratory experiences may promote a student's ability to identify questions and concepts that guide scientific There is a larger body of research on how students learn science that is not considered in depth here because the committee's focus is science learning through laboratory experiences. The larger body of research is discussed in the National Research Council (2005) report, How Students Learn: Science in the Classroom: it is also considered in an ongoing National Research Council study of science learning in grades K-8. investigations; to design and conduct scientific investigations; to develop and revise scientific explanations and models; to recognize and analyze alternative explanations and models; and to make and defend a scientific argument, Making a scientific argument includes such abilities as writing, reviewing information, using scientific language appropriately, constructing a reasoned argument, and responding to critical comments. * Understanding the complexity and ambiguity of empirical work. Interacting with the unconstrained environment of the material world in laboratory experiences may help students concretely understand the inherent complexity and ambiguity of natural phenomena. Laboratory experiences may help students learn to address the challenges inherent in directly observing and manipulating the material world, including troubleshooting equipment used to make observations, understanding measurement error, and interpreting and aggregating the resulting data. * Developing practical skills. In laboratory experiences, students may learn to use the tools and conventions of science. For example, they may develop skills in using scientific equipment correctly and safely, making observations, taking measurements, and carrying out well- defined scientific procedures. tps). nap edulroad/1131 "chapters 55