Australia at the Crossroads: A Review of School Science Practical Work (original) (raw)
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Practical Work in Science Education: Study of Different Contexts of Pedagogic Practice
Research in Science Education, 2018
The study investigates differentiated teaching practices of practical work in distinct social contexts and with different experienced teachers, at the level of the Portuguese high school science education. Four teaching practices were analysed in terms of the level of complexity of both scientific knowledge and cognitive skills and in terms of their structural and interactional characteristics, i.e. the nature of the sociological relations between subjects and discourses. The study is epistemologically, psychologically and sociologically grounded, particularly on Bernstein's theory of pedagogic discourse. Four teachers and their 10th grade Biology and Geology classes of four distinct public schools were selected. The results showed that the social context of the school together with teachers' academic qualification and professional development seems to influence science teachers' practices in practical work contexts. Schools placed in the lower levels of national external assessment and also whose students came from social sectors with fewer resources showed to have teachers' practices characterised by lower levels of complexity of both scientific knowledge and cognitive skills, a valuing of the horizontal discourse and implicit evaluation criteria. The conceptualization and procedures of the study followed a rigorous approach that may be transferred to other studies.
International Journal of Science Education, 2010
To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in preservice teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work.
Exploring Grade 7 Science Teachers’ Perceptions Regarding Practical Work in Limpopo, South Africa
Mediterranean Journal of Social Sciences, 2014
The purpose of this study was to explore grade 7 Natural Science teachers' perceptions regarding the role of practical work and match them with available evidence from teachers' portfolios. The sample comprised 10 Grade 7 Natural Science teachers, randomly sampled from 27 schools. Questionnaires and teachers' portfolios were used to collect data. The results show that while teachers' perceptions regarding the purpose of practical work in Science is adequate; their perceptions regarding its application in science classrooms is inadequate. Hence, there was a mismatch between teachers' perceptions and what was taking place in the science classroom. The study may inform educational practitioners, policy makers and researchers on ways of improving teaching methods and performance of learners in science. It is recommended that assessment of practical work should be given attention, as most of the teachers do not record marks regularly for practical work.
The Challenges of Implementing Inquiry Science in Primary Schools
Europe considers Inquiry-based learning as one of the most effective pedagogies to teach science at primary level. Inquiry is particular as it views learners as actively engaged: emotionally , cognitively and socially as they carry out investigations to answer questions which they set. Primary schools wanting to reform the way that science is taught often need to experience a paradigm shift in their view of how science is taught: from a transmission approach where children sit, hear and learn, to one where children are engaged in asking questions, designing investigations and gathering data to formulate answers. This shift is not easy to achieve as it requires a change in teaching practices as well as in the use of space and resources within the school. This chapter presents two case studies of primary schools committed to inquiry-based learning in science and the challenges and demands that they face in terms of physical and human resources. The case studies presented in this chapter highlight the importance of teacher commitment and capacity as well as the need for physical resources such as scientific equipment or everyday things. Recommendations for schools wanting to implement inquiry-based learning, mainly in terms of investment in professional development are proposed.
Educational Research, 2005
In spite of the introduction of a National Curriculum in UK schools and the improved progression and continuity that it promised, pupils still have problems with learning when they transfer from primary to secondary school. These problems are particularly acute in science. One approach is to provide a programme of ‘bridging work’, focused on practical science, that is started in the primary school and continued in the secondary school. The research reported here explored pupils’ perceptions and experiences of science practical work before and after transfer to secondary school. The implications of the findings for the design of bridging work in science are discussed.