A holistic framework for developing purposeful practical work

Author:

Hennah Naomi1ORCID,Newton Sophie2,Seery Michael K.3ORCID

Affiliation:

1. Northampton School for Boys, Science, Billing Road, Northampton, United Kingdom of Great Britain and Northern Ireland

2. The University of Edinburgh School of Chemistry, Edinburgh, Edinburgh, United Kingdom of Great Britain and Northern Ireland

3. The Open University Faculty of Science, Milton Keynes, United Kingdom of Great Britain and Northern Ireland

Abstract

This work applies a cultural historical activity theory (CHAT) framework to understand how the outcome of a high school laboratory task may be positively influenced without making changes to the hands-on practical task itself. Informed by cognitivism, novel practical instruction videos that were based on the same video but had different audio content (“one video two voice overs”) have been developed to provide opportunities to prepare for the practical task procedure and then to reflect upon the task's underlying concepts. We use the CHAT framework as a guide to change pupils’ lab roles and rules of engagement were made to structure student interaction and facilitate an equitable and cooperative learning environment. We demonstrate that students benefit from these interventions and achieve significantly higher attainment scores in GCSE chemistry examination practical-themed questions than those students who prepared for the practical task by watching either the novel videos or standard instructional videos during the lesson. In, addition the students working in the scaffolded cooperative learning environment also perceived their confidence in relation to practical-related tasks at higher levels than those in other groups. This work contributes a novel approach to laboratory teaching by placing greater emphasis on dialogic processes as a tool accomplish a practical-based activity.

Publisher

Royal Society of Chemistry (RSC)

Subject

Education,Chemistry (miscellaneous)

Reference96 articles.

1. Abrahams I. and Millar R., (2008), Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science, Int. J. Sci. Educ. , 30 (14), 1945–1969 10.1080/09500690701749305

2. Agustian H. Y. and Seery M. K., (2017), Reasserting the role of pre-laboratory activities in chemistry education: A proposed framework for their design, Chem. Educ. Res. Pract. , 18 (4), 518–532 10.1039/C7RP00140A

3. Andrée M., (2012), Developing Inquiry Literacy: Exploring Conditions for Students’ Learning about Inquiry in Primary School from a CHAT Perspective. Paper presented at the ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All

4. AQA, (2014), How a specification is created. Retrieved 3rd Dec, 2021, from https://www.aqa.org.uk/about-us/what-we-do/getting-the-right-result/how-exams-work/how-a-specification-is-created/how-a-specification-is-created-video-transcript

5. AQA, (2018), GCSE Combined Science: Required Practical Workl (Version 5.2), Retrieved 3rd Dec, 2021, from https://filestore.aqa.org.uk/resources/science/AQA-8464-8465-PRACTICALS-HB.PDF

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