A Holistic Framework for Developing Purposeful Practical Work

Autor/inn/en	Hennah, Naomi; Newton, Sophie; Seery, Michael K.
Titel	A Holistic Framework for Developing Purposeful Practical Work
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 3, S.582-598 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hennah, Naomi) ORCID (Seery, Michael K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Students; Holistic Approach; Student Role; Interaction; Cooperative Learning; Educational Environment; Chemistry; Science Achievement; Science Instruction; Intervention; Scaffolding (Teaching Technique); Laboratories; Task Analysis; Cognitive Processes; Difficulty Level; Student Attitudes; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Holistischer Ansatz; Interaktion; Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboratory; Laboratorium; Aufgabenanalyse; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Schülerverhalten; Ausland
Abstract	This work applies a cultural historical activity theory (CHAT) framework to understand how the outcome of a high school laboratory task may be positively influenced without making changes to the hands-on practical task itself. Informed by cognitivism, novel practical instruction videos that were based on the same video but had different audio content ("one video two voice overs") have been developed to provide opportunities to prepare for the practical task procedure and then to reflect upon the task's underlying concepts. We use the CHAT framework as a guide to change pupils' lab roles and rules of engagement were made to structure student interaction and facilitate an equitable and cooperative learning environment. We demonstrate that students benefit from these interventions and achieve significantly higher attainment scores in GCSE chemistry examination practical-themed questions than those students who prepared for the practical task by watching either the novel videos or standard instructional videos during the lesson. In, addition the students working in the scaffolded cooperative learning environment also perceived their confidence in relation to practical-related tasks at higher levels than those in other groups. This work contributes a novel approach to laboratory teaching by placing greater emphasis on dialogic processes as a tool accomplish a practical-based activity. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01