Pixel International Conferences

Practical work has been long associated with the teaching of sciences and as an integral part of effective science teaching. Reviewing the literature, research has mainly focused on practical work in secondary schools whilst the effectiveness and affective value of practical work in tertiary education remain unexplored. Taking into consideration that undergraduates at a tertiary institution have chosen to study life sciences voluntary, and by personal preferences, it can be presumed that practical work is something that triggers their intrinsic interest and motivates them in their studies and in further advancing their career in the field. As reported in previous research studies, practical work has been deemed as one of the most enjoyable aspects in a science curriculum. Nevertheless, practical work still remains as one of the most expensive parts in science teaching and justifications for its use, apart from replicating the rhetoric, have yet to be presented as there have been very few studies reflecting on the reality of what is happening in a laboratory classroom in terms of effective learning and any interest and/or motivation in sciences.
This current case study is being conducted at a British university and looks into the effectiveness of practical work in helping undergraduate students develop their conceptual understanding in sciences and its affective value, if any, in tertiary education. Being in its final research stage, preliminary findings and methodologies will be presented along with a brief discussion on the research rationale.

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