The Impact of Practical Work on Student Activity and Content Knowledge Learning: Video Observations from Primary and Secondary Science Classrooms in Norway
Abstrak
Practical work has been demonstrated to offer various benefits for science learning. Despite benefits, several studies have indicated that practical work does not necessarily improve the learning of content knowledge. This study employed a video observation manual to systematically analyse the practical work in 73 videotaped science lessons from ten primary and ten lower secondary classrooms in Norway. Our findings suggest that students were more active and often participated in science-related discussions when involved in practical work. We also found that pre- and post-activities were particularly crucial for facilitating the learning of content knowledge, particularly in primary schools. Besides, the duration of practical work influenced the observed teaching: we noted a greater emphasis on learning content knowledge during shorter practical sequences. These findings contribute to a better understanding of the opportunities for practical work in science education.
Topik & Kata Kunci
Penulis (6)
Magne Olufsen
Mai Lill Suhr
Magdalena Kersting
Solveig Karlsen
Marit Kjærnsli
Marianne Ødegaard
Format Sitasi
Akses Cepat
- Tahun Terbit
- 2026
- Sumber Database
- DOAJ
- DOI
- 10.5617/nordina.11420
- Akses
- Open Access ✓