Laboratory learning: Addressing a neglected dimension of science teacher education

Conclusions Almost all teachers recognize the value of hands-on science instruction in the laboratory setting. Many will even recommend that instruction should be not only hands-on, but also cognitively challenging. Moving from recognition of the need for enhanced laboratory instruction to implementation, however, is more effective with guidance. Formal schemes such as Laboratory Learning: An Inservice Institute provide this guidance by employing the most powerful teaching strategy available—modelling. In the workshop, participating teachers and their peers demonstrated effective practices, then analyzed and discussed the behaviors making those practices useful. If participant attitudes measure a workshop’s success, then peer modelling is clearly a powerful approach to instruction. Modelling, small-group work, cooperative learning activities, and theoretical and research-based suggestions for enhancement all targeting a single element of science teaching were blended together to produce Laboratory Learning: An Inservice Institute. This material is based upon work supported in part by a grant from the Eisenhower Mathematics and Science Education Act (Grant No. S164B 10015-12) through the Iowa State Board of Regents. Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the Eisenhower Mathematics and Science Education Act or the Regents.