Introduction

The position statement of the National Science Teachers Association (NSTA) indicates the association considers the science laboratory central to science learning and teaching.

The first section of this volume addresses research in practical science work for students and the barriers teachers typically face in implementing quality practical experiences. In chapter 2, William Sandoval addressed effective design and subsequent implementation of laboratory experiences in high schools. In the third chapter, Deborah Hanuscin provided research on the use of science laboratory facilities in elementary classrooms. Both authors note that limited resources for laboratory instruction and prevalence of traditional, “cook-book” laboratory activities as barriers to student science learning.