Under the Microscope: Examining the research base on biological lab experiences, grades 1-13

本项目涉及1987-2006年一年级至大学一年级生命科学实验室经验文献的研究综合。在这段时间里，教育标准、认知科学和学习研究的许多进步改变了生物科学中实验室经验的概念。该项目将产生一份文献综述和一份出版物，其中：1)确定已经得到充分研究的领域；2)指出需要进一步研究的领域；3)为跨年级生命科学实验室经验的研究与发展建立理论框架。NRC的研究，美国？《实验室报告》（Lab Report）将研究范围限定在高中，明确地将较早的年级水平和从小学到大学的进展问题撇在一边。此外，NRC的研究没有探讨任何特定的学科内容。因此，在学生的生物教育过程中，在考虑生物学的目标、价值和理解的增长时，没有利用生物科学的一些独特特征。这项研究将填补这一空白。这项研究?其主要目标是审查生命科学实验室和活动的关键文献，审查北美、澳大利亚和欧洲的英语出版物。这项研究将涉及六个主要的研究问题，涉及学生学习的进展、内容和设计、活动结构、对不同学习者的支持、？创新的偏见?以及国际比较。通过对实验经验的批判性审视，本研究将有助于生命科学课程和教师教育的实证研究与发展。研究综合将旨在满足各年级生命科学教育的当前需求。可交付成果旨在为关注生命科学教育的研究人员和实践者提供信息，并促进这些群体之间的对话。它还将通过找出过去20年研究中的差距，为科学教育研究领域服务。在研究的年龄水平、涵盖的主题和未调查的实验室经验方面存在差距。研究结果可能对课程设计和教师专业发展产生影响。

This project involves research synthesis of the literature on laboratory experiences in the life sciences from first grade through the first year of college from 1987-2006. During this time period many advances in educational standards, cognitive sciences, and learning research have changed the conception of lab experiences in biological sciences. The project will produce both a literature review and a publication that: 1) identifies areas that are already well studied; 2) indicates areas requiring further study; 3) establishes a theoretical framework for research and development of progressions in laboratory experiences in the life sciences across grades. The NRC study, America?s Lab Report, limited its research to high school, expressly leaving aside the question of earlier grade levels, and the progression from elementary school to college. Furthermore, the NRC study did not explore any particular disciplinary content. Thus, some of the unique characteristics of the biological sciences have not been used in a consideration of the goals, value, and growth of understanding in biology during students' biology education. This study will fill that gap. The study?s main goal is to examine key literature on labs and activities in life sciences, examining English-language publications in North America, Australia, and Europe. The study will address six major research questions that relate to progressions in student learning, content and design, activity structure, support of diverse learners, ?innovation bias? and international comparisons. The research will contribute to the development of empirically based research and development in life science curriculum and teacher education by taking a critical look at the lab experiences. The research synthesis will aim to serve current needs in life-science education across the grades. The deliverables are intended to inform researchers and practitioners concerned with life science education, and to facilitate dialogue between these constituencies. It will also serve the field of science education research, by identifying gaps in the research of the past two decades ? gaps in age-level studied, in subject matter covered, and in kinds of lab experiences under-investigated. The findings of the study are likely to have an impact of curriculum design and teacher professional development.