Download Practical Work in School Science: Which Way Now? by Jerry Wellington PDF
By Jerry Wellington
Useful paintings has been a part of technological know-how schooling for simply over a hundred years and is accredited as a vital and fascinating a part of knowing this self-discipline. even though it should be high priced and occasionally messy, it easily should be performed if scholars and academics are to development of their figuring out. colleges and universities make investments hundreds of thousands of kilos in it and the nationwide Curriculum reveres it - yet what precisely is occurring in school rooms round the kingdom and the way are the prime practitioners relocating with the days? This publication makes an attempt to mirror at the worth and goal of sensible paintings as a part of the clinical curriculum. Why are useful routines so valuable and what do they give a contribution to the educational approach? The chapters study many matters such as:
* how sensible paintings is perceived via scholars and teachers
* no matter if we'll movement directly to the 'virtual lab'
* the constraints of present 'hands-on' paintings and invaluable possible choices to it
* the connections among sensible paintings in technology schooling and 'authentic' science
* what position experimentation performs in present academic perform. Jerry Wellington is Reader in schooling at Sheffield collage, and has taught technological know-how in any respect educational degrees.
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Sample text
Some problems with discovery learning’, School Science Review 63(222): 167–73. ) (1989) Skills and Processes in Science Education, London: Routledge. ’ International Journal of Science Education 13(4): 363–72. ) (1994) Secondary Science: Contemporary Issues and Practical Approaches, London: Routledge. Wittgenstein, L. (1953) Philosophical Investigations, Oxford: Oxford University Press. E. ) (1991) Practical Science, Milton Keynes: Open University Press. E. and Allsop, T. (1985) Practical Work in Science, Cambridge: Cambridge University Press.
There are no necessary parallels between the way in which a piece of knowledge was first established and the way it is best communicated to someone who doesn’t yet know it. In the discussion above, I have tried to show, using examples, the significant difference between the things which are said about the role of practical work in science education and the purposes which are implicit in the things which are actually done. There is more need, I think, to change what we say than what we do—though a clearer understanding of what practical work can and cannot do might also lead to better designed and more effectively targeted practical work.
This should not be taken to imply that the second is of less importance, or that similar points about the relationship between rhetoric and reality could not also be made in that context. Indeed, the recent work of Donnelly et al. (1996) on Science Attainment Target 1 indicates very clearly some of the features of the rhetoric-reality gap in this area. In the next section I will consider some of the things which are said about practical work and will try to indicate why I think they provide a false rationale for practical work.