Why Hands-on Science Isn't Enough (Research Center: Essentials on Education Data and Research Analysis‪)‬

THE SUBJECT OF SCIENCE LENDS itself naturally to lab experiments, field experiences and other "hands-on" activities. If well implemented, such activities can engage students and significantly increase learning. But if science education is to prepare students for life and for possible careers in science, providing hands-on activities is not enough. According to the American Educational Research Association's (AERA) review of the research literature, "Improving science achievement will require coordinated changes in science standards, curricula, laboratories, assessments, professional development, and uses of modern technologies" (Rangel, 2007, p. 1). The following recommendations are based on the AERA review and other recent studies. Focus on key concepts. U.S. science textbooks cover a broad range of topics and standards. Compared to their counterparts in countries that score higher on international tests, U.S. students cover more topics but have fewer opportunities to develop deep understandings of concepts. Taking a narrower and more integrated approach will require that teachers design lessons to help students "make connections among ideas, experiences, patterns, and explanations" (Rangel, 2007, p. 3).