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Teachers' understanding of the nature and purpose of practical work

Pekmez, E.; Johnson, P.; Gott, R.

Authors

E. Pekmez

P. Johnson

R. Gott



Abstract

This study examines science teachers' thinking on the nature and purpose of practical work in the context of the National Curriculum for Science in England. There is a particular focus on investigations (enquiry in the science classroom), which have been a statutory component of the curriculum since 1989. Data were collected through individual interviews with science teachers about their classroom practice. The findings suggest that little attention is being given to procedural understanding in terms of ideas relating to the quality of data. It is argued that this is a key limiting factor in the development of pupils' ability to engage in genuine investigative work.

Citation

Pekmez, E., Johnson, P., & Gott, R. (2005). Teachers' understanding of the nature and purpose of practical work. Research in Science and Technological Education, 23(1), 3-23. https://doi.org/10.1080/02635140500068401

Journal Article Type Article
Publication Date May 1, 2005
Deposit Date Jan 29, 2007
Journal Research in Science and Technological Education
Print ISSN 0263-5143
Electronic ISSN 1470-1138
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 23
Issue 1
Pages 3-23
DOI https://doi.org/10.1080/02635140500068401