Professional Development for Science Educators Authentic Laboratory Experiences with Research Scientists Dr. Rachel Boulay Alex Parisky Center for Cardiovascular Research John A. Burns School of Medicine University of Hawaii at Manoa

Overview One of the most important elements of best practice in teaching science was that science education should mirror in orientation and methodology the processes that real scientists used (Bianchini & Colburn, 2000).

This paper looks at a professional development program as the Center for Cardiovascular Research combined its existing online Molecular Biology materials and a two week immersive experience working in a medical school laboratory. John A Burns School of Medicine, University of Hawaii at Manoa

Background Teacher experience and understanding of content matter had a significant impact on students’ opportunities to learn and understand science. Professional development should offer teachers greater choices with respect to content, and the chance to interact in new ways (Loucks-Horsley & Matsumoto, 1999).Loucks-Horsley & Matsumoto, 1999

The National Science Education Standards (National Research Council (U.S.), 1996) formally called for professional development to include experiences that engage prospective and practicing teachers in active learning that builds their knowledge, understanding, and ability.

Participation in laboratory internships showed an increase in interest amongst participants in continuing their biology education and pursuing careers in the sciences (Berkes, 2007)

The Study The study involves forty public secondary school biology teachers from the State of Hawaii who have participated in the program over the last three years.

Online Components Teachers reviewed the online component of the professional development program prior to engaging in two weeks of hands-on laboratory training.

The online training materials are divided into 4 main modules with each module consisting of several topics. Molecular Biology Laboratory Intro Nucleic Acid Techniques Protein Techniques Cell Culture Techniques a. Laboratory Safety b. Laboratory Equipment c. Measurements, Solutions & Calculations d. Content Overview/Review a. DNA Restriction & Analysis b. Nucleic Acid Amplification & Sequencing c. Nucleic Acid Hybridization & Expression Analysis d. Molecular Cloning e. Preparation, Purification & Quantitation of DNA a. Protein Expression Systems & Vectors b. Protein Detection & Analysis c. Protein Purification a. Intro to Cell Culture & Aseptic Technique b. Maintaining Cells c. Transfection Methods d. Expression Analysis

Findings At the conclusion of the laboratory training, teachers were asked to provide a final statement about their experience in the program. Excerpts from the final statements are shared in the following slides.

Teacher A “I am going to perform all of the laboratory exercises that we performed at the workshop next school year with little variation. I really like the way the lectures online were laid out as well. I am going to use a similar format to organize my class next school year – Basic Lab Skills, Nucleic Acid, and Protein.”

Teacher B “ I think the JABSOM workshop will make me more marketable in the workplace and help me become a more qualified teacher in the area of biology and biotech. I also really enjoy the online lessons and tutorials. I can see how I can use the online information in my lesson plans with students.”

Teacher C The lab components and accessories were explicitly detailed in the online databank of downloadable readings, lectures, and diagrams. A wealth of materials was afforded us through the websites and I was able to use my LCD projector and school computer to share these specific topics with my Biotechnology students.

Conclusion Laboratory skills, hands-on learning, use of instructional technology, and frequent formative assessment—provide a foundation for such professional development, specific programs should emphasize some components more heavily than others, depending on school-specific factors, such as existing laboratory and technological resources as well as teacher expertise (Wenglinsky & Silverstein, 2006).

Recommendations At least 80 hours of professional development are needed before a statistically significant relationship can be identified between professional development experiences and changes (Cripe, 2009). The positive impact that scientist-teacher programs have on teachers and their students is certainly encouraging and support hands-on programs as valuable professional development.

Development and dissemination of empirically verified professional development programs for science teachers can improve the performance of the present generation of teachers and increase their students' interest and achievement in science.

Thank You Alex Parisky- Dr. Rachel Boulay-