A Study of Teachers' Views on Practical Work in Secondary Schools in England and Wales

Many teachers view practical work as an essential feature of science education. This study examined whether there had been any changes in the relative importance of the aims science teachers assign to the use of practical work, across the full secondary age range (11-18), since the last such nationa...

Full description

Saved in:
Bibliographic Details
Published in:International journal of science education 2010-04, Vol.32 (6), p.753-768
Main Authors: Abrahams, Ian, Saglam, M.
Format: Article
Language:English
Subjects:
Attitude Change
Education policy
Educational Objectives
Educational Policy
England
Foreign Countries
Hands on Science
Laboratory work
National Surveys
Practical work
Questionnaires
Science Activities
Science Education
Science Teachers
Secondary education
Secondary school
Secondary School Science
Secondary School Teachers
Studies
Teacher Attitudes
Teacher beliefs
Teaching methods
Wales
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Many teachers view practical work as an essential feature of science education. This study examined whether there had been any changes in the relative importance of the aims science teachers assign to the use of practical work, across the full secondary age range (11-18), since the last such national survey undertaken by Kerr 46 years ago. A stratified sample of representative schools was used in which 912 teachers were sent a questionnaire on their views towards the use of practical work in science with a total of 393 responses (42.5%) being received. The coefficient of concordance of the various rankings and their significance were calculated, as too were the z-scores. The findings suggest that whilst there have been substantial changes in teachers' views about the use of practical work at Key Stages 4 and 5 (age 15-18) there have been no substantial changes at Key Stage 3 (age 11-14). Furthermore, the results are remarkably similar across subject specialism, teacher gender, and years of teaching experience although this paper will only focus on subject specialism. It appears that changes to the assessment criteria, notably the introduction of Science Investigation (Sc1) at Key Stage 4, and a growing desire amongst educational policy-makers to improve the image of science, have had an effect on how those in the teaching profession perceive the value and aims of practical work particularly at Key Stages 4 and 5.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690902777410