‘I do and I understand?’
Practical work and laboratory use in
United Kingdom schools

Toplis, Rob; Allen, Michael

doi:10.12973/eurasia.2012.812a

Cited by 25 publications

(29 citation statements)

References 16 publications

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“…As a central activity in science classrooms, practical investigations customarily do not meet the expectations of engaging students in genuine inquiry or helping students make conceptual links (Abrahams & Millar, 2008;Hofstein & Lunetta, 2004;Toplis & Allen, 2012;White, 1996). This is largely attributed to the recipe-style approach to procedures and a focus on students' producing the correct result (Abrahams & Millar, 2008;Hofstein & Lunetta, 2004).…”

Section: Challenges and Possibilities For Practical Investigationsmentioning

confidence: 99%

Students learning science: representation construction in a digital environment

Cirkony

2019

Environmental Education Research

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Contemporary approaches to teaching and learning science involve students' experience of authentic meaning-making processes based on scientific practices. These include the guided-inquiry Representation Construction Approach (RCA) where students generate, use, negotiate, and evaluate multimodal representations to explain their ideas, make claims, and solve problems. The RCA in non-digital classrooms has been shown to lead to deeper conceptual learning as a result of students engaging in these epistemic processes. This research is part of an Australian Research Council (ARC) Discovery project and focuses on how the application of RCA in a Digital Learning Environment (DLE) engages students in learning science. Specifically, it examines the features of the DLE and how they supported the generative design and sequencing of activities and processes for student conceptual and representational development. Research for this investigation took place at an all-girls school in Melbourne, Australia. The research involved 27 Year 9 science students learning about energy transfer (i.e. physics) in the socio-scientific context of sustainable housing and climate change, based on the Australian national curriculum. The research design was informed by a distributed cognition theoretical framework and followed an ethnographic methodology with a case study approach. Both quantitative and qualitative data were generated through participant observation with video capture, video-based stimulated recall interviews, student-constructed representations, pre-and post-tests, and a questionnaire. Multiple theoretical frameworks were used to analyse the students' responses. The findings indicated the generative capability of the digital delivery for RCA. The DLE extended flexibility and access to multimodal semiotic resources

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Section: Challenges and Possibilities For Practical Investigationsmentioning

confidence: 99%

Students learning science: representation construction in a digital environment

Cirkony

2019

Environmental Education Research

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“…Laboratory activity are also called practical work [12]. Practical work is an integral part of science education and various science educationists have evaluated its purposes [13]. Practical work can be referred to as active learning with the responsibility of organizing what is to be learned [12].…”

Section: Introductionmentioning

confidence: 99%

Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

Meidayanti

Fadiawati

Diawati

2019

Jurnal Ilmiah Pendidikan Dasar

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The design of this research is survey research. This study aimed to explore seventh-grade science teachers’ perception of laboratory activity on mixture separation topics and match them with available evidence from learning document. The sample comprised 10 seventh grade science teachers, purposively sampled from seventeen teachers. Questionnaires and interview guidelines were used to collect data. The results show that while teachers’ perceptions of mixture separation topics in science classrooms are inadequate. Caused, there was a mismatch between teachers’ perceptions, learning document, and what was taking place in the science classroom. The study may inform teachers’ performance in teaching mixture separation topics in science. It is recommended that teacher on learning should be used to practice worksheet and assessment of laboratory activity, as most of the teachers do not record marks regularly for laboratory activity. Furthermore, laboratory activity prepared by the teacher should be arranged in a lesson plan and practice schedules.

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“…Science education is generally based on deductions inferred from data obtained through observations and experiments (Toplis & Allen, 2012;Bahadır, 2007;Clement, 1982). Deductions are commonly associated with complicated and abstract issues.…”

Section: Introductionmentioning

confidence: 99%

“…Since laboratory practices can enable learners to have a first-hand access to scientific knowledge via observations and experiments (Ayvacı, 2013;Trumper, 2003), laboratory practices are of great importance during the process of science education. Despite their role and function in science education, laboratory practices are not effectively used in science classroom (Ayvacı, 2013;Toplis & Allen, 2012;Yeşilyurt, 2003). There are many theories covering laboratory practices.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of the Instruction Carried Out With Printed Laboratory Materials Designed in Accordance With 5E Model: Reflection of Light And Image on a Plane Mirror

Ayvacı

Yıldız

Bakırcı

2015

EURASIA J MATH SCI T

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This study employed a print laboratory material based on 5E model of constructivist learning approach to teach reflection of light and Image on a Plane Mirror. The effect of the instruction which conducted with the designed print laboratory material on academic achievements of prospective science and technology teachers and their attitudes towards physics laboratory was questioned. The study was carried out with 98 prospective teachers who attended the course named General Physics Laboratory III and undergraduate students at the Department of Science Education at Karadeniz Technical University during 2011-2012 fall semesters. The study was conducted by adopting semiexperimental method. Experimental group instructed with the designed print laboratory material whereas control group instructed in through traditional laboratory practices. The Achievement Test, Physics Laboratory Attitude Scale, and Reflective Writings were used as data collection tools. It was proved that the instruction carried out with print laboratory materials based on 5E model contributed to academic achievements of prospective teachers and their attitudes towards physics laboratory more than the instruction based on traditional approach. Based on the research results, it was recommended that print materials prepared based on the constructivist learning theory could be generalized in the Physics Laboratory courses.

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‘I do and I understand?’ Practical work and laboratory use in United Kingdom schools

Cited by 25 publications

References 16 publications

Students learning science: representation construction in a digital environment

Students learning science: representation construction in a digital environment

Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

An Evaluation of the Instruction Carried Out With Printed Laboratory Materials Designed in Accordance With 5E Model: Reflection of Light And Image on a Plane Mirror

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