Pixel International ConferencesPixel International ConferencesThe teaching of undergraduate sciences has long been associated with practical work which have been advocated for promoting theoretical understanding and learning along with the acquisition of practical skills. However, considering the expensive nature of conducting practical work in science departments, its role has been unchallenged concerning the real benefits in supporting undergraduates’ learning. This paper reports on findings of a mixed-methods case study conducted at a British university to examine the effectiveness of practical work on conceptual understanding and skill development. Interviews with Year 1 and Year 2 undergraduates along with discussions with members of staff give insights on what practical work ‘effectiveness’ entails. Complementary to the qualitative data, laboratory observations and on-the-spot informal assessment of undergraduates’ understanding and skill development provide an objective empirical perspective on how the staging and structuring of practical work lessons can assist in learning. Findings showed that that practical work in the laboratory serves as a teaching medium and does not directly promote theoretical understanding of sciences. The acquisition of theoretical knowledge is merely a result of metacognitive processing of performance during practical work lessons along with information acquired from lectures and self-studying. The formation of active zones of proximal development as part of undergraduates’ learning experience in and out of the laboratory along with a constructivism-led laboratory lesson structure, creates a learning environment where undergraduates are encouraged in linking concepts and theories with observables through assessment.
Keywords: Work in tertiary education, undergraduate practical work, practical work in life sciences, practical work
References:
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481Privacy Policy
