Abstract
Practical work can play a very important role in the teaching and learning process in school science in contributing towards the development of students’ understanding of scientific processes and concepts, as well as in generating a positive attitude towards science in general. The purpose of this article is to identify barriers that hinder the effective use of practical work in secondary school science and to consider approaches that might help to overcome those barriers. The article distinguishes between barriers relating to resources and assessment and those that relate to teachers and technicians.

Further Reading
Gericke, N., Högström, P. and Wallin, J. (2023) A systematic review of research on laboratory work in secondary school. Studies in Science Education, 59(2), 245–285.

Millar, R. (1998) Rhetoric and reality: what practical work in science education is really for. In Practical Work in School Science: Which Way Now? ed. Wellington, J. pp. 16–31. London: Routledge.

Osborne, J. F. (1996) Untying the Gordian Knot: diminishing the role of practical work. Physics Education, 31(5), 271–278.

Woolnough, B. and Allsop, T. (1986) Practical Work in Science. Cambridge: Cambridge University Press.

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