A comparative study of attitudes to the aims of practical work in science education in Egypt, Korea and the UK

Swain, Julian; Monk, Martin; Johnson, Sally

doi:10.1080/095006999290093

Cited by 24 publications

(16 citation statements)

References 13 publications

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“…Thus, the first six most important aims they nominated were: (i) to gain practice of making observations and descriptions of objects (7 respondents); (ii) to promote the method of reasoning and logical thinking in problemsolving (7 respondents); (iii) to make science more interesting and fun through current experiences (6); (iv) to make the biological/chemical phenomena more real through actual experience (6); (v) to verify or clarify events and principles already taught in tutorials explaining their relationship (6); and to discover facts and come up with new principles (6). These results differ to some extent from those indicated by the teachers in the Swain et al (1999) study. For instance, the Korean teachers indicated the five most important aims as follows: (i) for finding facts and arriving at new principles; (ii) as a creative activity; (iii) to verify facts and principles already taught; (iv) to elucidate theoretical work as an aid to comprehension and; (v) to help remember facts and principles.…”

Section: Teachers' Views Of the Aims Of Laboratory Workcontrasting

confidence: 85%

“…Apparently, their opinions were symmetrically divided between important and most important aims. Important to note is that the perceived aims as the most important appear to be more oriented towards both content and investigative components when compared with the Korean teachers' views in the Swain et al (1999) study. Concerning the length of the Biology and Chemistry syllabus teachers felt that there is a need of revision if the Ministry of Education wants them to conduct laboratory sessions in their classes and hence, comply with its aims.…”

Section: Conclusion and Recommendationsmentioning

confidence: 88%

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Effects of an In-service Program on Biology and Chemistry Teachers’ Perception of the Role of Laboratory Work

Cossa

Uamusse

2015

Procedia - Social and Behavioral Sciences

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This study is based on the concept that an in-service training program can help teachers to better understand the importance of using laboratory work to teach science and thus, improve the level of performance of their students. The study was conducted by the facilitators before and after a five day training workshop and sought to understand the teachers' perceptions of and experiences with the aims of laboratory work and its importance in the teaching of Biology and Chemistry subjects. Seventeen secondary school teachers from both subjects were involved in the study. Overall, the findings of this study suggested that the teachers improved their level of understanding of the importance of using laboratory work to teach Biology and Chemistry subjects after attending a training workshop. Teachers recognize the value placed on laboratory work to familiarize students with the practical component; however, they feel that the lack of well equipped laboratories, in most of their schools, is a great barrier for them to conduct laboratory work of any kind in their classes. Teachers complained about the length of the Biology and Chemistry syllabuses and recommend a thorough revision if the Ministry of Education wants them to conduct laboratory work in their classes and hence, comply with its aims. The fact that most of the teachers during their initial training did not have laboratory work effectively resulted in the fragility and fear to use any kind of laboratory work. Therefore, the schools are urged to organize ongoing professional development programs that meet the teachers' specific needs.

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Section: Teachers' Views Of the Aims Of Laboratory Workcontrasting

confidence: 85%

Section: Conclusion and Recommendationsmentioning

confidence: 88%

Effects of an In-service Program on Biology and Chemistry Teachers’ Perception of the Role of Laboratory Work

Cossa

Uamusse

2015

Procedia - Social and Behavioral Sciences

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“…According to Kapenda et al (2002) the desirable characteristics of practical work in developing countries have been highlighted by authors such as Kahn (1990) and Swain, Monk and Johnson (1999). However little is known about what practical activities are actually executed in most African classrooms, and even less about factors which might facilitate their implementation.…”

Section: Figure 1: Framework Of Curriculum Implementationmentioning

confidence: 99%

Some factors influencing the quality of practical work in science classrooms

Hattingh

Aldous

Rogan

2007

African Journal of Research in Mathematics, Science and Technol

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The Science Curriculum Statements of Curriculum 2005 in South Africa emphasise experimentation and problem solving -that is 'doing science'. Data on the implementation of the science component of the new curriculum were obtained from a sample of Mpumalanga secondary schools. This article focuses on one aspect of implementation -the use made of practical work in the teaching of natural science. It describes the quality of the practical work implemented by science teachers, and then goes on to isolate school capacity factors that may influence and predict learner-centred, inquiry types of practical work in science teaching. The most prominent factor appears to be the teachers' perceptions of their learners. Also important, but to a lesser extent, is the attitude of teachers towards innovation. A well functioning school also appears to be an important factor.

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“…Nevertheless, some stakeholders have suggested that practical work should be thought of as 'fact finding-missions' and that students should be able to discover as well as being told. These roles appear in the lists developed in previous studies (Beatty & Woolnough, 1982;Kerr, 1963;Parkinson, 2004;Swain, Monk & Johnson, 1999). Although these views are offered by science/ physics teachers in SSA, there is effectively no evidence that they are translated into practice-they can only be regarded as aspirational.…”

Section: Discussionmentioning

confidence: 99%

The Real Aims that Shape the Teaching of Practical Physics in Sub-Saharan Africa

Babalola

Lambourne

Swithenby

2019

Int J of Sci and Math Educ

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Practical work is widely seen as an important element of the science curriculum. However, there is a long-standing debate about the educational aims of practical work and about why it is important. Aims suggested include the contributions that practical work can make to understanding, to the acquisition of professional and personal skills, and to motivation. However, several authors have argued that the actual contributions made are minimal and there is ongoing pressure to justify the continuing inclusion of practical work in a period when greater cost efficiency is required from all those involved in education. Such pressures are extreme in countries that face resource challenges. This study examines current views on the aims of practical physics teaching in sub-Saharan Africa. Data were gathered from staff and students in four countries across the region through surveys and interviews. A context was provided by observation of practice and inspection of background documents. The overt educational aims of the staff are consistent with previous analyses though there is a heightened priority given to the improvement of content knowledge and understanding. However, there are additional drivers of behaviour that, to a large extent, define the observed practice. These 'pragmatic aims' concern mainly the practicalities of running schools with limited material and staff resources but also arise from cultural expectations and societal needs. Although the formal data is derived from the secondary sector, it is of relevance to all educational levels.

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A comparative study of attitudes to the aims of practical work in science education in Egypt, Korea and the UK

Cited by 24 publications

References 13 publications

Effects of an In-service Program on Biology and Chemistry Teachers’ Perception of the Role of Laboratory Work

Effects of an In-service Program on Biology and Chemistry Teachers’ Perception of the Role of Laboratory Work

Some factors influencing the quality of practical work in science classrooms

The Real Aims that Shape the Teaching of Practical Physics in Sub-Saharan Africa

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