Practical work is a distinctive feature of science education and for many students can be an aspect which draws them to the sciences. Yet the value of practical work for enhancing student learning in the ways teachers intend has been contested, leading to criticisms of practical working being unproductive, confusing and ill-conceived. To support pre-service teachers’ pedagogical knowledge development for planning for practical work, we repurpose Abrahams and Millar’s (2008) analytical framework as a pedagogical framework. Utilising data from 272 pre-service teacher assignments over six years, the Practical Work Effectiveness Matrix (PWEM) was created using thematic analysis and tested using Rasch analysis. The framework draws attention to multiple pedagogical planning elements, including the alignment of the Domain of Observables (what students do with their hands and the intended objects during a practical task, DO) and the Domain of Ideas (the ideas the teacher intends the students to learn during the practical task, DI). Linking these two domains can enhance the effectiveness of practical work. The new pedagogical framework offers support for teachers at all levels to encourage the planning of well-conceived practical work that is fit for purpose.
Mansfield et al. (Tue,) studied this question.