@SotonEdThis is the third and final post in a series about the value of practical work in science. In the first post I have suggested that science trainee teachers (and possibly some qualified teachers too), have a tendency to make assumptions about the value, and the learning, associated with practical work in science. In the second post I illustrated this with an example and briefly tackled two questions I think are important: whether or not children enjoying practical work is sufficient justification, and whether or not just doing practical will make them better at it. I left a third question hanging and ask it again now.
Do children learn important science ideas and/or develop their understanding from seeing the theory ‘in the flesh’? Often trainee teachers think that this is self-evident. I’m not convinced.
Some of the most useful work on children’s ideas, and misconceptions in science was completed…
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