The committee developed a concept map outlining the main themes of the study (see Figure 1-1) and organized the three fact-finding meetings to gather information on each of these themes. To address one of many problems in the research evidence-a lack of agreement about what constitutes a laboratory and about the purposes of laboratory education-the committee commissioned a paper to analyze the alternative definitions and goals of laboratories. Although the committee considered information from a variety of sources, its final report gives most weight to research published in peer-reviewed journals and books.ДЄt an early stage in its deliberations, the committee chose to focus primarily on вЂњthe role of high school laboratories in promoting the teaching and learning of science for all students.вЂќ The committee soon became frustrated by the limited research evidence on the role of laboratories in learning.

At a fourth, private meeting, the committee intensely analyzed and discussed its findings and conclusions over the course of three days. In the search for relevant information, the committee held three public fact-finding meetings, reviewed published reports and unpublished research, searched the Internet, and commissioned experts to prepare and present papers. The committee carried out its charge through an iterative process of gathering information, deliberating on it, identifying gaps and questions, gathering further information to fill these gaps, and holding further discussions. What are the costs (e.g., financial, personnel, space, scheduling) associated with different models of high school science labs? How might a new vision of laboratory experiences for high school students influence those costs?

How do the structures and policies of high schools (course scheduling, curricular design, textbook adoption, and resource deployment) influence the organization of science labs? What kinds of changes might be needed in the infrastructure of high schools to enhance the effectiveness of science labs? In what ways can the integration of technologies into the curriculum augment and extend a new vision of high school science labs? What is known about high school science labs based on principles of design? If labs in high school never existed (i.e., if they were to be planned and designed de novo), what would that experience look like now, given modern advances in the natural and learning sciences? What examples or alternatives are there to traditional approaches to labs and what is the evidence base as to their effectiveness? What is the current state of science laboratories and what do we know about how they are used in high schools? Among the questions that may guide these activities are: This committee will guide the conduct of a study and author a consensus report that will provide guidance on the question of the role and purpose of high school science laboratories with an emphasis on future directionsвЂ¦. Nominate a committee to review the status of and future directions for the role of high school science laboratories in promoting the teaching and learning of science for all students. This report evaluates the evidence about the role of laboratories in helping students attain science learning goals and discusses factors that currently limit science learning in high school laboratories.

Science laboratories have been part of high school education for two centuries, yet a clear articulation of their role in student learning of science remains elusive. The committee defines high school science laboratories as follows: laboratory experiences provide opportunities for students to interact directly with the material world (or with data drawn from the material world), using the tools, data collection techniques, models, and theories of science. Today, high school science education aims to provide scientific literacy for all as part of a liberal education and to prepare students for further study, work, and citizenship.Д®ducators and researchers do not agree on the definition and goals of high school science laboratories or on their role in the high school science curriculum. Since laboratories were introduced in the late 1800s, the goals of high school science education have changed.

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