THE ROLE OF SCHOOL TECHNICIANS IN PROMOTING SCIENCE THROUGH PRACTICAL WORK - Volume 4 - Issue 2-3 - 2011 review

Oct 15, 2026

Uploaded by Rizky

Review of how practical work shapes UK secondary school science learning and how it promotes students’ interest, skills, and knowledge. Discusses challenges when science teaching is led by non-specialist teachers and proposes an expanded, better recognized role for school science technicians in supporting training and delivery of practical work. Argues that effective deployment of practical work and technicians can increase student participation in higher, non-compulsory science studies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

1. Introduction

2. Why use practical work in School Science?

3. Practical Work and the Student’s Learning of Science

4. Who is teaching our students?

Volume 4, Number 2-3, 2011 THE ROLE OF SCHOOL TECHNICIANS IN PROMOTING SCIENCE THROUGH PRACTICAL WORK Anne T. Helliar, Timothy G. Harrison Abstract: This is a review of the role of practical work in UK’s secondary school science lessons, the impact that practical work has in the promotion of science, the challenges created through use of non-specialist science teachers and a possible additional role for science technicians. The paper considers how improved deployment of suitably experienced school science technicians and their recognition, by schools’ management, for their involvement in the delivery of training in the use of practical work, for less experienced teachers, could benefit schools and their students. This together with its companion paper endeavours to show how the more effective use of practical work and technicians can encourage more students to select science at higher, non-compulsory levels. Key words: school technicians, practical work, non-specialised science teachers, training 1. Introduction Provision of competent scientists is crucial, for countries to prosper, when competing within the world of commerce [1] . Unfortunately, the United Kingdom’s availability and proficiency of scientists has fallen, forcing companies to recruit externally to replenish some desirable skills [2,3] . Students are showing a decreasing interest in the physical science subjects of chemistry and physics within English secondary schools at the optional, pre-university level. There has been a 40% decline in Physics uptake during 1985 to 2008 [4] . Consequently fewer individuals progress into higher education which prevents the growth of expertise within these fields [5] . These circumstances are not unique UK. They are also perceived by other European countries, where physics university entrants have been halved since 1995 [6] . This decline in interest with physical science has provoked many countries to become concerned over their future economic growth and well-being [5-7] . 2. Why use practical work in School Science? Practical work has existed in UK School Science for nearly 200 years [8] however, not all students learn by its practice and its redeeming qualities have been contested by many [9,10] . Nonetheless, its implementation, within schools, is integral to students’ Science learning due to its capability of promoting student’s interest, skill and knowledge towards scientific subject matter [11,12] . Students are also shown to enjoy learning by its experience [13,14] and teachers’ access to this kinaesthetic style of learning is important where 37% of students have a preference to acquire knowledge through physical actions [15] . For students choosing a career in science, the development of good skills in practical activities is considered vital [2] especially for budding chemists who are expected to ‘think with their hands’ [16] . Practical work is an effective, versatile tool that teachers can adapt and apply, into science lessons, to meet student’s specific learning needs [11] . One teacher’s comment, regarding the importance of its inclusion, was ‘Science without practical is like swimming without water’ [17] . Science teachers use practical work to link and scaffold scientific concepts with ‘real world’ situations, providing relevance, which assists with students’ understanding of difficult subject matter [8,13] . This is especially important with the less tangible subjects of physics and chemistry, which students find‘harder’ to attain at A-level (pre university level) [18] . Well used practical work is shown to clarify abstract phenomena and provide a greater relevance, ownership and insight for science students [19- 21] . Industry is seeking new employees to be equipped with procedural as well as inquiry skills, reinforcing the need to include practical work in schools [22] . 3. Practical Work and the Student’s Learning of Science Good use of practical work can help students become posit

FAQs

What is the main focus of the review paper?

The paper reviews the role of practical work in UK secondary school science and examines how practical work can promote science learning and student uptake.

Why are school science technicians considered important?

The paper suggests that improved deployment and school management recognition of experienced science technicians can support less experienced teachers and strengthen practical-work delivery.

How does practical work affect students’ attitudes toward science?

Good implementation is linked to positive motivation, while sub-standard use and reduced time for practical work can damage students’ understanding and reduce their interest in science.

Oct 15, 2026

Uploaded by Rizky