Successful Science Learning from Practical Work
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| Title: | Successful Science Learning from Practical Work |
|---|---|
| Language: | English |
| Authors: | Moeed, Azra |
| Source: | School Science Review. Dec 2011 93(343):121-126. |
| Availability: | Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 10 Secondary Education |
| Descriptors: | Educational Research, Scientific Principles, Foreign Countries, Learning, Science Education, High Schools, Secondary School Science, Biology, Student Attitudes, Practical Arts, Science Laboratories, Investigations |
| Geographic Terms: | New Zealand |
| ISSN: | 0036-6811 |
| Abstract: | Science education research can be categorised into three broad dimensions: knowing science, doing of science and learning about the nature of science. The concerns, doubts and relative importance of each of these aspects in relation to students' learning are debated in the literature. The findings of the empirical research carried out in New Zealand described here are that students do learn and develop science understanding through engaging in practical experiences, which is in contrast with the current view that learning through practical work is inadequate and often less effective than desired. (Contains 1 figure and 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2012 |
| Access URL: | https://www.ase.org.uk/journals/school-science-review/2011/12/343/ |
| Accession Number: | EJ963145 |
| Database: | ERIC |
| Abstract: | Science education research can be categorised into three broad dimensions: knowing science, doing of science and learning about the nature of science. The concerns, doubts and relative importance of each of these aspects in relation to students' learning are debated in the literature. The findings of the empirical research carried out in New Zealand described here are that students do learn and develop science understanding through engaging in practical experiences, which is in contrast with the current view that learning through practical work is inadequate and often less effective than desired. (Contains 1 figure and 3 tables.) |
|---|---|
| ISSN: | 0036-6811 |
