NB: borrowed heavily from the work of Abrahams, Millar, Reiss and Osborne.
There are a lot of reasons to do practical work in science lessons. Lighting a Bunsen burner is a right of passage. ‘Blowing stuff up’ is something that primary students look forward to when they come to secondary school. But does it do what we think it does? Does the way that we teach it have the effect we would like?
(Spoiler: not everything, but that doesn’t mean we should give up on it).
Does it promote interest and motivation towards science? It makes lessons more ‘fun’, but doesn’t do a lot to promote…
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