![]() ![]() 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. 1 We propose the phrase “integrated instructional units” to describe these research and design projects that integrate laboratory experiences within a sequence of science instruction. 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. 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 research suggests that laboratory experiences will be more likely to achieve these goals if 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.Ĭomputer-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. Smiseth PT, Hwang W, Steiger S, Muller JK (2008) Adaptive consequences and heritable basis of asynchronous hatching in Nicrophorus vespilloides.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. Smiseth PT, Ward RJS, Moore AJ (2006) Asynchronous hatching in Nicrophorus vespilloides, an insect in which parents provide food for their offspring. Cambridge University Press, Cambridge, pp 260–269 In: Choe JC, Crespi BJ (eds) The evolution of social behavior in insects and arachnids. Schuster JC, Schuster LB (1997) The evolution of social behavior in Passalidae (Coleoptera). Nalepa CA (1988) Reproduction in the woodcroach Cryptocerus punctulatus Scrudder (Dictyoptera: Cryptocercidae) mating, oviposition and hatch. Mock DW, Parker GA (1997) The evolution of sibling rivalry. ![]() Mock DW, Forbes S (1995) The evolution of parental optimism. In: Hausfater G, Hrdy SB (eds) Infanticide: comparative and evolutionary perspectives. Mock DW (1984) Infanticide, siblicide, and avian nestling mortality. Magrath RD (1990) Hatching asynchrony in altricial birds. Godfray HCJ (1994) Parasitoids: behavioral and evolutionary ecology. Eur J Entomol 105:99–104įorbes LS (1990) Insurance offspring and the evolution of avian clutch size. ![]() Sociobiology 42:795–806Įnto K, Araya K, Kudo S (2008) Trophic egg provisioning in a passalid beetle (Coleoptera). PhD Thesis, Kyushu University, Fukuoka, JapanĮnto K, Araya K, Kon M (2003) The life history and colony composition of Cylindrocaulus patalis (Coleoptera: Passalidae). Ento K (2005) Studies on the natural history of Cylindrocaulus patalis (Coleoptera: Passalidae). ![]()
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