School Science Review number 357

Jonathan Osborne
Assessment of practical work in science has little value unless the purpose of all practical work in learning is properly understood.

 Students’ attitudes to practical work by age and subject

Rachael Sharpe
Student opinion of practical science varies from ‘new and exciting’ to valuable experience and on to a necessary chore that is only of marginal relevance to the learning essential for examinations

 The practical work challenge: incorporating the explicit teaching of evidence in subject content

Ros Roberts and Cath Reading
Knowledge and understanding in science are not obtained only from books; experience of real materials and real events is essential

 The assessment of practical skills

Ian Abrahams and Michael J. Reiss
Assessment of students’ performance as they are undertaking practical work or by making judgements from their written reports afterwards both have their place in assessment

 The assessment of science practical skills: a historical perspective

Nigel English and Stella Paes
A look at how the assessment of practical science over the years can help in planning suitable methods for the future

 How can the education system ensure students have an improved science learning experience?

Peter Canning
Developing a workable method for the assessment of practical skills with regard to a balance between open investigation and measureable achievement

Steve Evans and Neil Wade
One examination board’s view of a suitable direction for the assessment of skills in practical science

 Practically perfect in every way: why it is essential that our young people engage with practical biology

Sarah Cox
Whether to develop understanding and learn about biology or to gain experience relevant to future careers, practical work and the handling of real materials are essential parts of student experience

 The role of ‘practical’ work in teaching and learning chemistry

Keith S. Taber
Practical laboratory work is an important feature of chemistry courses but practical activities that effectively support student learning of chemical concepts require careful planning.

 The resourcing of science in Scottish schools

Stuart Farmer, William Hardie and Sally Brown
Money spent on updating and replacing science equipment in schools in Scotland has been found to vary widely – how does this affect educational achievement?

Beth Jones and Simon Quinnell
Technicians can lead an isolated existence; this scheme can enable them to share knowledge and skills through mutual support between institutions

 Using ICT to reinvigorate practical work in science

Neil Ingram
From desktop computers to smartphones, there are many options to avoid writing long-hand in notebooks, and these can help make the science education experience more effective

 Increasing students’ interest in science: the contribution of practical work

Helen Darlington
An in-school research project considers how various practical activities (such as handling apparatus, choosing investigations, solving puzzles and having peer-group discussions) can influence student interest in science