Science Practical Work

1.0 INTRODUCTION

Practical work is seen as an integrated part of most science subject. Science educators have suggested that laboratory activities and experiences can promote dimensions of scientific literacy such as acquisition of fundamental science concepts and problem science solving skills (Halim, L., 2011). Science practical work plays a vital role in developing scientific knowledge and enhancing scientific skills, attitudes, and inquiry based learning (Akbar, R. A., 2012). Previous research also state that the definition of practical work in science is learning experiences in which students interact with materials or with secondary sources of data to observe and understand the natural world (Dillon, J., 2008). Lunetta, V.N., and Hofstein,

Different types of practical work achieved different purposes. There is practical work to achieved basic skills like measuring, observation and recording, while investigative skills involved experimental design, analysis of data and drawing conclusion (Kibirige, I., Rebecca, M. M., and Mavhunga, F., 2014). While some study have recommended that practical work should develop problem solving skills, experimental design and analysis of data. The effectiveness of practical work to promoting students’ scientific literacy does not lie in just any practical work, but in judicious selection of activities aimed at specific objectives. The simple practical work may role as to train in accuracy and precision while higher order skills may develop after the achievement of fundamental skills (Kibirige, I., Rebecca, M. M., and Mavhunga, F.,

We would expect a scientific literate person be able to appreciate and understand the impact of science and technology in everyday life, read and understand the essential point of media report, reflect critically on the information and take part confidently in discussion with others about issues involving science (Bons, I. M., Grima, J. N., Gatt, S., 2013). From the above discussion we know that practical work in science promote scientific literacy among students. Thus the quality of practical work in science must be improved. Continuing to improve the quality of practical work in science is the responsibility of many people. Teacher, school and government have a role to play. What can students, school and teacher can do to improve practical work is to ensure there is appropriate curriculum time for practical science, try out new practical work to support learning and develop then share understanding of how to teach and assess the varied purpose of practical work. High quality practical work can be recognized by integrated into all science long term schemes of learning so that most lesson will include some hands on activity to provide a stimulating learning environment, well planned through inclusion in medium term schemes of learning and lesson plan. Adaptable to suit the range of classes and individual, and time efficient so that the tension