meaningful learning does not occur in the traditional teacher centered, lecture format (Saunders, 1992). In light of the previous argument, it would follow that hands on experienced based learning would have a positive effect on the construction of meaning and provide the best opportunity for correcting a student’s previous misconceptions. Laboratory investigation has been an instinctive part of science instruction since its inception. Robert Boyle and others receive credit in our textbooks as having founded scientific fact in experimentation. It is the scientific investigation, which has transformed humanities’ curiosity about its surroundings, into the curriculum science educators are attempting to convey. Unfortunately, according to Elliott, Stewart and Lagowski, “Precious little direct evidence exists that such instruction provides a useful function in the way(s) students learn chemistry.” (2008, p. 145) As long ago as the early 1800s, science was taught in England and the colonies, as an apprenticeship. This style of instruction implemented an inquiry process, as these students not only gained knowledge and proficiency, but an understanding about the investigative process essential to the development of new discoveries. Centuries later, the body of knowledge to impart to students had become so immense that the lecture format was justified as a much more efficient means of conveying that knowledge. In fact “some chemists now believe that laboratory instruction in chemistry has been rendered irrelevant” (Elliott, Stewart & Lagowski, 2008, p. 147). Undergraduate programs in chemistry are not completely devoid of the laboratory experience The National Science Foundation (NSF) supports the use of research equipment in small colleges and universities and values the old, initial investigative approach for knowledge acquisition. At Purdue University the NSF supports the Center for Authentic Science Practice in Education (CASPIE) whose goal is to mainstream research experiences in the first and second year curriculum. Many institutions have implemented apprenticeship programs whereby the faculty work with each student to engage them in the research experience. A pedagogical method
In your professional opinion, how likely is it, that our school pursue an increase in practical work (including professional development) as an avenue for improvement in science instruction. Why or Why not? References Abrahams, I., & Millar, R. (2008). Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education. 30, 1945-1969. doi:10.1080/09500690701749305 Brainard, Jeffery, (2007). 50 years after Sputnik. America Sees Itself in Another Science Race. Chronicle of Higher Education, 54, Retrieved from ERIC at Ebscohost Bybee, R.W., Taylor, A.T., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A., Landes, N. (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. Retrieved from http://www.bscs.org Chin, C. (2007). Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking. Journal of Research in Science Teaching, 44, 815-843. doi:10.1002/tea.20171 Chin, C., & Osborne, J. (2010). Students’ Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science, Journal of Research in Science Teaching. 47, 883-908. doi:10.1002/tea.20385 Clough, G. (2008). Wanted: Well Rounded Students Who Can Think. School Adminsitrators, 65, 28-33. Retrieved from ERIC at Ebscohost Cordova, France A., (2006). Losing sleep over Student Success? The Presidency, 14-21. Retrieved from ERIC at Ebscohost. Crawford, C.A. (2000). Embracing the Essence of Inquiry: New Roles for Science Teachers. Journal of Research in Science Teaching, 37, 916-937. Retrieved from ERIC at Ebscohost. Deters, K.M. (2005). Student Opinions Regarding Inquiry-Based Labs, Journal of Chemical Education, 82(8), 1178-1180.