New Perspectives in Science Education

Many find it impossible to think of science education without practical work, stating that it is an essential part for effective teaching. Whilst there is much research in the area if practical work in secondary school there has been little research on how practical work enhances undergraduate students’ conceptual knowledge and motivation as part of their science degree syllabus. Considering that tertiary education science student have chosen that particular field of study, due to personal preference, one can assume that laboratory work, which is stereotypically linked to sciences, is a motivating factor in their studies since practical work has been previously listed as one of the most enjoyable parts of the subject.
This case study research will be conducted at a university in the South East of England and will explore the effectiveness of practical work in terms of developing conceptual understanding, and its affective value in terms of motivation and personal interest in biology, chemistry and physics amongst undergraduate students. The study will employ a model that has been successfully used in evaluating the effectiveness and affective value of practical work in the secondary education context. A presentation of the associated literature and methodological approaches to be used will be presented along with the rationale behind this research and the initial findings of a pilot study.

Keywords: Practical work, undergraduate, tertiary, sciences, effectiveness, affective value;