“Practical Work as It Says Practical is Something Students do by Themselves…”
AbstractThe aim of the study was to investigate teachers’ classroom practices by focusing on how their ideas and views shape how they conduct practical work in a science classroom. Two physical science teachers were involved in the study. The study showed that one teacher had ideas about the nature and purpose of practical work within the framework of the investigation movement. The second teacher had ideas about the nature and purpose of practical work within the process and investigation movements respectively. However, both teachers conducted practical work tasks within the explanation model. Hence teachers’ ideas of practical work do not necessarily shape how they conduct practical work. Possible reasons for the teachers conducting practical work tasks within the framework in ways different to those suggested by their ideas and their implications are discussed.
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