From broad principles to content-specific decisions: pre-service physics teachers’ views on the usefulness of practical work

References

• Abrahams, I. (2009). Does Practical Work Really Motivate? A study of the affective value of practical work in secondary school science. International Journal of Science Education, 31(17), 2335–2353. https://doi.org/10.1080/09500690802342836
   Web of Science ®Google Scholar
• Abrahams, I. (2011). Practical work in secondary science: A minds-on approach. Continuum.
   Google Scholar
• Abrahams, I., & Reiss, M. J. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035–1055. https://doi.org/10.1002/tea.21036
   Web of Science ®Google Scholar
• Abrahams, I., & Reiss, M. J. (2017). Enhancing learning with effective practical science 11-16. Bloomsbury.
   Google Scholar
• Abrahams, I., Reiss, M. J., & Sharpe, R. (2014). The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work. Research in Science & Technological Education, 32(3), 263–280. https://doi.org/10.1080/02635143.2014.931841
   Web of Science ®Google Scholar
• Allen, R., & Sims, S. (2018). The teacher gap. Routledge.
   Google Scholar
• Banner, I., & Hillier, J. (2018). ASE guide to secondary science education (4th ed.). Association for Science Education.
   Google Scholar
• Bennett, J. (2003). The role of practical work in school science. In teaching and learning science: A guide to recent research and its applications (pp. 73–98). Continuum.
   Google Scholar
• Börlin, J., & Labudde, P. (2014). Practical work in physics instruction: An opportunity to learn? In H. Fischer, P. Labudde, K. Neumann, & J. Viiri (Eds.), Quality of instruction in physics: Comparing Finland, Germany and Switzerland (pp. 111–127). Waxmann.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419–441. https://doi.org/10.1002/tea.3660310409
   Web of Science ®Google Scholar
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE Publications Ltd.
   Google Scholar
• Darling-Hammond, L. (2012). Teacher preparation and development in the United States: A changing policy landscape. In L. Darling-Hammond, & A. Lieberman (Eds.), Teacher education around the world changing policies and practices (pp. 130–150). Routledge.
   Google Scholar
• Department for Education. (2011). Teachers’ Standards—Guidance for school leaders, school staff and governing bodies. https://www.gov.uk/government/publications/teachers-standards.
   Google Scholar
• Department for Education. (2019). Initial teacher training: Trainee number census 2019 to 2020. https://www.gov.uk/government/statistics/initial-teacher-training-trainee-number-census-2019-to-2020.
   Google Scholar
• Department for Education. (2021). Research review series: Science. Department for Education. https://www.gov.uk/government/publications/research-review-series-science.
   Google Scholar
• de Winter, J., & Airey, J. (2020). What makes a good physics teacher? Views from the English stakeholder community. Physics Education, 55(1), 0015017. https://doi.org/10.1088/1361-6552/ab5215
   Google Scholar
• Dillon, J. (2008). A review of the research on practical work in school science. King’s College London.
   Google Scholar
• Donnelly, J. (1995). Curriculum development in science: The lessons of Sc1. School Science Review, 76(277), 95–103.
   Google Scholar
• Driver, R. (1983). The pupil As scientist? Open University Press.
   Google Scholar
• Erduran, S., & Wooding, S. J. (2021). A Project Calibrate approach to summative assessment of practical science. School Science Review, 102(381), 71–77.
   Google Scholar
• Etkina, E., Gregorcic, B., & Vokos, S. (2017). Organizing physics teacher professional education around productive habit development: A way to meet reform challenges. Physical Review Physics Education Research, 13(1), 010107. https://doi.org/10.1103/PhysRevPhysEducRes.13.010107
   Web of Science ®Google Scholar
• European Commission. (2007). Science education NOW: A renewed pedagogy for the future of Europe. Report of High Level Group on Science Education, Directorate-General for Research, Science and Education. www.eesc.europa.eu/sites/default/files/resources/docs/rapportrocardfinal.pdf.
   Google Scholar
• Eurydice. (2007). Science teaching in schools in Europe: Policies and research. European Commission, Directorate-General for Education, Youth, Sport and Culture. https://op.europa.eu/en/publication-detail/-/publication/1dc3df34-acdf-479e-bbbf-c404fa3bee8b.
   Google Scholar
• Evagorou, M., Dillon, J., Viiri, J., & Albe, V. (2015). Pre-service science teacher preparation in Europe: Comparing Pre-service teacher preparation programs in England, France, Finland and Cyprus. Journal of Science Teacher Education, 26(1), 99–115. https://doi.org/10.1007/s10972-015-9421-8
   Web of Science ®Google Scholar
• Ferreira, S., & Morais, A. M. (2020). Practical work in science education: Study of different contexts of pedagogic practice. Research in Science Education, 50(4), 1547–1574. https://doi.org/10.1007/s11165-018-9743-6
   Web of Science ®Google Scholar
• Gatsby Charitable Foundation. (2017). Good Practical Science. Gatsby Charitable Foundation. https://www.gatsby.org.uk/education/programmes/support-for-practical-science-in-schools.
   Google Scholar
• Gericke, N., Högström, P., & Wallin, J. (2022). A systematic review of research on laboratory work in secondary school. Studies in Science Education, 0(0), 1–41. https://doi.org/10.1080/03057267.2022.2090125
   Google Scholar
• Glasgow, N. A., Cheyne, M. C., & Yerrick, R. K. (2010). What successful science teachers Do: 75 research-based strategies (1st edition). Corwin.
   Google Scholar
• Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655–675. https://doi.org/10.1002/1098-2736(200009)37:7<655::AID-TEA3>3.0.CO;2-E
   Web of Science ®Google Scholar
• Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 71(256), 33–40.
   Google Scholar
• Hodson, D. (1993). Re-thinking old ways: Towards a more critical approach To practical work In school science. Studies in Science Education, 22(1), 85–142. https://doi.org/10.1080/03057269308560022
   Google Scholar
• Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106
   Web of Science ®Google Scholar
• Kind, P., & Osborne, J. (2017). Styles of scientific reasoning: A cultural rationale for science education? Science Education, 101(1), 8–31. https://doi.org/10.1002/sce.21251
   Web of Science ®Google Scholar
• Lazarowitz, R., & Tamir, P. (1993). Research on using laboratory instruction in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94–128). Macmillan Publishing Company.
   Google Scholar
• Lucas, B., & Hanson, J. (2021). Reimagining practical learning in secondary schools: A review of the evidence. Royal Academy of Engineering. www.raeng.org.uk/publications/other/reimagining-practical-learning-in-secondary-school.
   Google Scholar
• Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In Handbook of research on science education (pp. 393–441). Routledge.
   Google Scholar
• Mears, C. L. (2017). In-depth interviews. In R. Coe, M. Waring, L. V. Hedges, & J. Arthur (Eds.), Research methods and methodologies in education (2nd ed., pp. 183–189). Sage Publications Ltd.
   Google Scholar
• Millar, R. (2009). Læringsmål, tilrettelæggelse og præsentation: En beskrivelse af nuancerne i practisk arbejde. In S. Tougaard, & L. H. Kofod (Eds.), Metoder i naturfag (pp. 71–89). Experimentarium.
   Google Scholar
• Millar, R. (2010). Analysing practical science activities to assess and improve their effectiveness. Association for Science Education.
   Google Scholar
• Millar, R., Le Maréchal, J., & Tiberghien, A. (1999). Mapping’ the domain—Varieties of practical work. In J. Leach, & A. Paulsen (Eds.), Practical work in science education: Recent research studies (pp. 33–59). Roskilde University Press.
   Google Scholar
• National Research Council, S. R. Singer, M. L. Hilton, & H. A. Schweingruber (Eds.). (2006). America’s Lab Report: Investigations in High School Science. The National Academies Press. https://doi.org/10.17226/11311
   Google Scholar
• Nivalainen, V., Asikainen, M. A., Sormunen, K., & Hirvonen, P. E. (2010). Preservice and inservice teachers’ challenges in the planning of practical work in physics. Journal of Science Teacher Education, 21(4), 393–409. https://doi.org/10.1007/s10972-010-9186-z
   Google Scholar
• Sickel, A. J., & Witzig, S. B. (2017). Designing and teaching the secondary science methods course—An international perspective. Sense Publishers.
   Google Scholar
• Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction (3rd ed.). SAGE Publications Ltd.
   Google Scholar
• Spaan, W., & van den Berg, E. (2017). Teacher’s design of practical work. In T. Greczyło & E. Dębowska (Eds.), Key competences in physics teaching and learning (pp. 203–214). Springer International Publishing.
   Google Scholar
• Tymms, P. (2017). Questionnaires. In R. Coe, M. Waring, L. V. Hedges, & J. Arthur (Eds.), Research methods and methodologies in education (2nd ed., pp. 223–233). SAGE Publications Ltd.
   Google Scholar
• Watson, R., Goldsworthy, A., & Wood-Robinson, V. (2001). What is not fair with investigations? In S. Amos, & R. Boohan (Eds.), Aspects of teaching secondary science: Perspectives on practice (1st ed., pp. 60–70). Routledge.
   Google Scholar
• Welzel, M., Haller, K., Bandiera, M., Hammelev, D., Koumaras, P., Niedderer, H., Paulsen, A., Robinault, K., & von Aufschnaiter, S. (1988). Teachers’ objectives for labwork. Research tool and cross country results (p. 109). European Commission. https://physikdidaktik.uni-bremen.de/pubs/Niedderer/1998-LSE-WP6.pdf.
   Google Scholar
• White, R., & Gunstone, R. (2014). Probing understanding. The Falmer Press. https://doi.org/10.4324/9780203761342
   Google Scholar
• Yoon, H., & Kim, M. (2010). Collaborative reflection through dilemma cases of science practical work during practicum. International Journal of Science Education, 32(3), 283–301. https://doi.org/10.1080/09500690802516538
   Web of Science ®Google Scholar