[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588528-105":59,"doc-detail-588528-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","volume-4-number-4-a-wider-role-for-technicians-in-science-practical-work-with-school-students-abstract-and-study","Volume 4 - Number 4 - A WIDER ROLE FOR TECHNICIANS IN SCIENCE PRACTICAL WORK WITH SCHOOL STUDENTS? - Abstract and Study","","The paper reports findings on how improved deployment of science technicians in classrooms can directly benefit students during practical science investigations. It examines practical-work elements and technician support using data from a post-16 student survey, assessing whether the teaching resource is used fully. Results show most students enjoy science practical work, consider it essential for science teaching, and report stronger understanding at pre-university level when participating in relevant practical activities, with greatest impact when contact time is highest.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/volume-4-number-4-a-wider-role-for-technicians-in-science-practical-work-with-school-students-abstract-and-study/588528/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/volume-4-number-4-a-wider-role-for-technicians-in-science-practical-work-with-school-students-abstract-and-study/588528.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating about science technicians?","Question",{"text":112,"@type":113},"It investigates the impact of improved deployment of science technicians in classrooms on students’ learning during practical science investigations, including perceptions of technician support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What outcomes does the paper report from the post-16 student survey?",{"text":117,"@type":113},"Most students enjoyed science practical work and felt science could not be taught without it, with pre-university students reporting greater understanding from participating in relevant practical work.",{"name":119,"@type":110,"acceptedAnswer":120},"When do science technicians provide the greatest impact on learning?",{"text":121,"@type":113},"The paper reports that technicians have the biggest impact when contact time with students is greatest, especially during practical project periods.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588528,1792110837,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 4, Number 4, 2011  \nA WIDER ROLE FOR TECHNICIANS IN SCIENCE PRACTICAL WORK WITH SCHOOL STUDENTS?  \nAnne T. Helliar, Timothy G. Harrison  \nAbstract: This paper reports the results of a study made on the impact of improved deployment of science technicians in the classroom could directly benefit students in practical science investigations. Science technicians are skilled individuals whose understanding of practical work is a valuable resource not being used of in support of students understanding of science. Aspects of practical work and technician support were scrutinised, through information attained from a post- 16 student survey to improve understanding about this teaching tool, to establish if it was being used to its full potential within science lessons. Analysis was also made of students’ perceptions of school science. The main outcomes were that the majority of students enjoyed science practical work and felt that science could not be taught without it. Students studying science at preuniversity level1 attained a greater understanding, through participating in relevant practical work, than students who had studied it at earlier, compulsory levels. Students reported that science technicians provide impact on student learning when contact time was the greatest.  \nKey words: school science technicians, practical work, extended projects  \n1. Introduction  \nThis is the companion paper to ‘The Role of School Technicians in Promoting Science through Practical Work’ [1].The number of students opting for pre-university physical science subjects in the UK is decreasing [2] . This decline, also echoed in Europe as a whole, affects availability and regeneration of these skills which damages any country’s progression and development [3-6] . To encourage greater supplies of skills into these science areas, schools need to identify and ensure student’s learning requirements, during science lessons, are successfully met. Science technicians have the capabilities to help students with their learning of science and support non-specialist teachers, enhancing the expertise within science departments. However, where school managers and educators have neglected to look at this role, these skills have been left redundant. One solution, where student’slack of interest in science is affecting the future economy and well-being of the country, is to look atthe expertise science technicians may offer students in the school laboratory.  \n2. Technical support for students’ practical work in science  \nStudies have shown that the total amount of classroom support science technicians in the UK provide has increased [7], with 27% of science technicians often assisting in practical lessons and only, 18% never; although, this large proportion of deployed time is not always realised by heads of science departments [8] . Science technicians possess the technical skills unavailable to unspecialised  \n1 In this paper’ pre –university’ refers to the higher level courses taken by students aged 16-18. In the school in the project these were Advanced levels (’A’ Levels) .  \nclassroom support. Their classroom presence also alleviates concerns over pressurised science teachers, apparatus and health and safety issues during practical lessons [9] . Furthermore, many technicians enjoy the opportunity of working with students, which is also shown to be effective for science departments [8] . However, Consortium of Local Education Authorities for the Provision of Science Services (CLEAPSS) has concerns over this deployment being abused and the possible negative affect caused to other team members, together with disruptions to general routine workloads, if some colleagues are in the classroom working with students and teachers and no additional technician time is bought in to do the work otherwise scheduled [9] .  \nAt the school being reviewed, science technician contact with students is likely to be more prevalent during A-level practical project time due to inc","cbCaioi1SqwheowX","https://ap.wps.com/l/cbCaioi1SqwheowX","pdf",171875,"English","# Introduction\n## Technical support for students’ practical work in science\n## The aims of the study","[{\"question\":\"What is the study investigating about science technicians?\",\"answer\":\"It investigates the impact of improved deployment of science technicians in classrooms on students’ learning during practical science investigations, including perceptions of technician support.\"},{\"question\":\"What outcomes does the paper report from the post-16 student survey?\",\"answer\":\"Most students enjoyed science practical work and felt science could not be taught without it, with pre-university students reporting greater understanding from participating in relevant practical work.\"},{\"question\":\"When do science technicians provide the greatest impact on learning?\",\"answer\":\"The paper reports that technicians have the biggest impact when contact time with students is greatest, especially during practical project periods.\"}]","Volume 4 - Number 4 - A WIDER ROLE FOR TECHNICIANS IN SCIENCE PRACTICAL WORK WITH SCHOOL STUDENTS? - Abstract and Study | PDF",1792065427,25]