Practical work in science education: a systematic literature review

Detalhes bibliográficos
Autor(a) principal: Oliveira, Hugo
Data de Publicação: 2023
Outros Autores: Bonito, Jorge
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/35219
https://doi.org/Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641
https://doi.org/10.3389/feduc.2023.1151641
Resumo: Practical work has taken a leading role in science teaching, particularly since the 1960s. Its goals are mainly oriented toward the development of sensitivity and taste for the study of physical and natural phenomena, bringing students closer to the daily reality experienced by researchers working in these areas of knowledge, while promoting educational success. However, these purposes have not always been achieved so, over time, limitations to the way that practical work has been developed have also been identified. In order to recognize the current state of the art on the development of the practical work in the teaching of sciences, a systematic literature review was designed, especially focused on the definition of the concept of practical work, its advantages, evaluation methodologies, and the criticism/limitations attributed to its implementation. To this end, four databases and one aggregator were used, to identify 53 international scientific publications. Analysis of this corpus allowed the identification of 8 categories associated to the concept of practical work, 5 categories associated to its advantages, 6 categories with the types/methodologies of evaluation and 5 categories associated with the limitations of this methodology. (From this analysis) it is concluded that most authors considers that the main idea integrative idea of the concept of practical work should be the manipulation of materials in practical activities (hands-on style), and the main advantage of this methodology comes from the fusion between the development of practical skills and the conceptual understanding (minds-on). In the evaluation methods, the context, procedures and specific instruments are favored and the main limitation pointed to this methodology is that the way practical work is implemented, is often not in agreement with the methods and techniques used by scientists and researchers.
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spelling Practical work in science education: a systematic literature reviewscience educationpractical work conceptpractical work advantagespractical work assessmentpractical work disadvantagessystematic reviewPractical work has taken a leading role in science teaching, particularly since the 1960s. Its goals are mainly oriented toward the development of sensitivity and taste for the study of physical and natural phenomena, bringing students closer to the daily reality experienced by researchers working in these areas of knowledge, while promoting educational success. However, these purposes have not always been achieved so, over time, limitations to the way that practical work has been developed have also been identified. In order to recognize the current state of the art on the development of the practical work in the teaching of sciences, a systematic literature review was designed, especially focused on the definition of the concept of practical work, its advantages, evaluation methodologies, and the criticism/limitations attributed to its implementation. To this end, four databases and one aggregator were used, to identify 53 international scientific publications. Analysis of this corpus allowed the identification of 8 categories associated to the concept of practical work, 5 categories associated to its advantages, 6 categories with the types/methodologies of evaluation and 5 categories associated with the limitations of this methodology. (From this analysis) it is concluded that most authors considers that the main idea integrative idea of the concept of practical work should be the manipulation of materials in practical activities (hands-on style), and the main advantage of this methodology comes from the fusion between the development of practical skills and the conceptual understanding (minds-on). In the evaluation methods, the context, procedures and specific instruments are favored and the main limitation pointed to this methodology is that the way practical work is implemented, is often not in agreement with the methods and techniques used by scientists and researchers.Frontiers in Education2023-05-30T09:56:37Z2023-05-302023-05-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/35219https://doi.org/Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641http://hdl.handle.net/10174/35219https://doi.org/10.3389/feduc.2023.1151641eng202504-284Xhttps://www.frontiersin.org/articles/10.3389/feduc.2023.1151641/full?utm_source=F-NTF&utm_medium=EMLX&utm_campaign=PRD_FEOPS_20170000_ARTICLE8Frontiers in Education1151641hmjo@uevora.ptjbonito@uevora.ptPractical work in science education: A systematic literature review229Oliveira, HugoBonito, Jorgeinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:38:36Zoai:dspace.uevora.pt:10174/35219Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:23:40.409391Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Practical work in science education: a systematic literature review
title Practical work in science education: a systematic literature review
spellingShingle Practical work in science education: a systematic literature review
Oliveira, Hugo
science education
practical work concept
practical work advantages
practical work assessment
practical work disadvantages
systematic review
title_short Practical work in science education: a systematic literature review
title_full Practical work in science education: a systematic literature review
title_fullStr Practical work in science education: a systematic literature review
title_full_unstemmed Practical work in science education: a systematic literature review
title_sort Practical work in science education: a systematic literature review
author Oliveira, Hugo
author_facet Oliveira, Hugo
Bonito, Jorge
author_role author
author2 Bonito, Jorge
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Hugo
Bonito, Jorge
dc.subject.por.fl_str_mv science education
practical work concept
practical work advantages
practical work assessment
practical work disadvantages
systematic review
topic science education
practical work concept
practical work advantages
practical work assessment
practical work disadvantages
systematic review
description Practical work has taken a leading role in science teaching, particularly since the 1960s. Its goals are mainly oriented toward the development of sensitivity and taste for the study of physical and natural phenomena, bringing students closer to the daily reality experienced by researchers working in these areas of knowledge, while promoting educational success. However, these purposes have not always been achieved so, over time, limitations to the way that practical work has been developed have also been identified. In order to recognize the current state of the art on the development of the practical work in the teaching of sciences, a systematic literature review was designed, especially focused on the definition of the concept of practical work, its advantages, evaluation methodologies, and the criticism/limitations attributed to its implementation. To this end, four databases and one aggregator were used, to identify 53 international scientific publications. Analysis of this corpus allowed the identification of 8 categories associated to the concept of practical work, 5 categories associated to its advantages, 6 categories with the types/methodologies of evaluation and 5 categories associated with the limitations of this methodology. (From this analysis) it is concluded that most authors considers that the main idea integrative idea of the concept of practical work should be the manipulation of materials in practical activities (hands-on style), and the main advantage of this methodology comes from the fusion between the development of practical skills and the conceptual understanding (minds-on). In the evaluation methods, the context, procedures and specific instruments are favored and the main limitation pointed to this methodology is that the way practical work is implemented, is often not in agreement with the methods and techniques used by scientists and researchers.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-30T09:56:37Z
2023-05-30
2023-05-01T00:00:00Z
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10174/35219
https://doi.org/Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641
http://hdl.handle.net/10174/35219
https://doi.org/10.3389/feduc.2023.1151641
url http://hdl.handle.net/10174/35219
https://doi.org/Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641
https://doi.org/10.3389/feduc.2023.1151641
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 20
2504-284X
https://www.frontiersin.org/articles/10.3389/feduc.2023.1151641/full?utm_source=F-NTF&utm_medium=EMLX&utm_campaign=PRD_FEOPS_20170000_ARTICLE
8
Frontiers in Education
1151641
hmjo@uevora.pt
jbonito@uevora.pt
Practical work in science education: A systematic literature review
229
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publisher.none.fl_str_mv Frontiers in Education
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