A Study of Teachers' Views on Practical Work in Secondary Schools in England and Wales

Autor/inn/en	Abrahams, Ian; Saglam, M.
Titel	A Study of Teachers' Views on Practical Work in Secondary Schools in England and Wales
Quelle	In: International Journal of Science Education, 32 (2010) 6, S.753-768 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Foreign Countries; Science Teachers; Secondary School Teachers; Teacher Attitudes; Science Education; Secondary School Science; Questionnaires; Attitude Change; Educational Objectives; Science Activities; Hands on Science; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Naturwissenschaftliche Bildung; Fragebogen; Attitudinal change; Einstellungsänderung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Many teachers view practical work as an essential feature of science education. This study examined whether there had been any changes in the relative importance of the aims science teachers assign to the use of practical work, across the full secondary age range (11-18), since the last such national survey undertaken by Kerr 46 years ago. A stratified sample of representative schools was used in which 912 teachers were sent a questionnaire on their views towards the use of practical work in science with a total of 393 responses (42.5%) being received. The coefficient of concordance of the various rankings and their significance were calculated, as too were the z-scores. The findings suggest that whilst there have been substantial changes in teachers' views about the use of practical work at Key Stages 4 and 5 (age 15-18) there have been no substantial changes at Key Stage 3 (age 11-14). Furthermore, the results are remarkably similar across subject specialism, teacher gender, and years of teaching experience although this paper will only focus on subject specialism. It appears that changes to the assessment criteria, notably the introduction of Science Investigation (Sc1) at Key Stage 4, and a growing desire amongst educational policy-makers to improve the image of science, have had an effect on how those in the teaching profession perceive the value and aims of practical work particularly at Key Stages 4 and 5. (Contains 5 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10