Exploring Science Teachers' Perceptions of Experimentation: Implications for Restructuring School Practical Work

Autor/inn/en	Wei, Bing; Li, Xiaoxiao
Titel	Exploring Science Teachers' Perceptions of Experimentation: Implications for Restructuring School Practical Work
Quelle	In: International Journal of Science Education, 39 (2017) 13, S.1775-1794 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1351650
Schlagwörter	Teacher Attitudes; Science Teachers; School Restructuring; Educational Change; Experiments; Science Experiments; Secondary School Science; Secondary School Teachers; Qualitative Research; Comparative Analysis; Science Laboratories; Science Instruction; Foreign Countries; Grounded Theory; Scientific Attitudes; Interviews; Phenomenology; China + Suchen Sie Ihr Suchwort? Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schulreformplan; Schulumwandlung; Bildungsreform; Erprobung; Qualitative Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Interviewing; Interviewtechnik; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school practical work in view of science practice. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of practical work was suggested for restructuring practical work at the secondary school level, and some issues related to the effective enactment of practical work were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01