IBSE Final

14 NaTIoNal SCIENCE TEaChERS aSSoCIaTIoN

Chapter 1 The Teaching of Science: Contemporary Challenges

learning and, therefore, influenced their teaching. This response holds for

teachers using curriculum materials based on the 5E Model and for those who

have learned the model in a professional development session without specific

materials (Lamb 2001, 2002a, 2002b; Funk 2002).

Although the three principles of how students learn science have a research

base and clear implications for practice, they are more general than required

for classroom science teachers. It also should be clear that the principles apply

directly to the instructional core. The challenge for science teachers is to iden-

tify instructional materials that include three elements: a framework of scientific

concepts and complementary facts; an instructional sequence that engages prior

understandings and provides opportunities for students to develop new under-

standings and meanings through multiple and varied experiences; and, finally,

assessments that provide feedback to the student and teacher about the degree

to which learning has occurred.

Integrated Instructional Units and the Laboratory

America’s Lab Report: Investigations in High School Science (NRC 2006) reported

the effectiveness of laboratory experiences. The committee proposed using the

phrase integrated instructional units to describe sequences of instruction that

connect laboratory investigations with other types of teaching strategies such

as reading, discussion, lectures, and web searches. Using a framework based

on scientific inquiry, students might be engaged by framing research questions,

making observations, designing an investigation, gathering data, and using those

data to construct an explanation. Descriptions of integrated instructional units

are closely related to the BSCS 5E Instructional Model. Sequences of laboratory

experiences combined with other forms of instruction show this approach is effec-

tive for achieving three goals: improving mastery of subject matter, developing

scientific reasoning, and cultivating interest in science. Furthermore, integrated

instructional units appear to be effective in helping diverse groups of students

make progress toward these goals. See Table 1.4 for a summary of research-based

conclusions. What follows is a major conclusion from this NRC report.

Four principles of instructional design can help laboratory experiences achieve

their intended learning goals if: (1) they are designed with clear learning

outcomes in mind, (2) they are thoughtfully sequenced into the flow of classroom

science instruction, (3) they are designed to integrate learning of science content

with learning about the processes of science, and (4) they incorporate ongoing

student reflection and discussion. (NRC 2006, p. 6)

In conclusion, this discussion implies that design of curricular materials will

enhance learning if it (1) applies the Understanding by Design (Wiggins and

McTighe 2005), (2) uses an instructional model to sequence the student experi-