|Published online: April 04, 2014||$US5.00|
Research on the effectiveness of practical work in primary school is restricted. This study focuses on pupils’ actions that are related to the context of practical work and pupils’ verbalized knowledge expressed by them during practical work in science. In particular, the present study aims to investigate the relationships between pupils’ actions and their verbalized knowledge when they are carrying out practical work. In this direction research has been conducted in which videotapes from practical work carried out by pupils (11 years old) were analyzed. The analysis used the category-based analysis of videotapes method (CBAV). The results of the analysis allowed to: (a) map the time budget the pupils devoted to working with the different contexts of science practical work and the verbalized knowledge the pupils formulate while carrying out the practical work and (b) investigate the contribution of different contexts of practical work to the amount of students' verbalizations of knowledge. It emerged that manipulating apparatus and materials are pupils’ prevailing actions, which take up most of their time, while the contribution of their actions to enabling them to link practice with theory is minimal.
|Keywords:||Practical Work, Science Education, Primary School|
The International Journal of Early Childhood Learning, Volume 20, Issue 2, April 2014, pp.37-50. Article: Print (Spiral Bound). Published online: April 04, 2014 (Article: Electronic (PDF File; 708.719KB)).
Teacher, Primary Education, Rhodes, Rhodes, Greece
Lecturer, Department of Primary Education, University of Aegean, Rhodes, Dodecanisa, Greece