Science Education

Abstract

This chapter, based on a longer and more detailed account of practical work (Abrahams & Millar 2008), considers the role of practical work in the teaching of scientific knowledge. What the two quotes above, separated by just over twenty years, illustrate is how opinion-based views regarding the role of laboratory-based practical work, however self-evidently true those views might appear, are being challenged by the findings from educational research that has increasingly questioned the role and effectiveness of laboratory-based practical work. The term practical work is used here to refer to any work in which pupils are involved in manipulating and/or observing real (as opposed to virtual) objects and materials.

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