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ERIC Number: EJ1056068
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 16
A Wider Role for Technicians in Science Practical Work with School Students?
Helliar, Anne T.; Harrison, Timothy G.
Acta Didactica Napocensia, v4 n4 p1-10 2010
This paper reports the results of a study made on the impact of improved deployment of science technicians in the classroom could directly benefit students in practical science investigations. Science technicians are skilled individuals whose understanding of practical work is a valuable resource not being used of in support of students understanding of science. Aspects of practical work and technician support were scrutinised, through information attained from a post-16 student survey to improve understanding about this teaching tool, to establish if it was being used to its full potential within science lessons. Analysis was also made of students' perceptions of school science. The main outcomes were that the majority of students enjoyed science practical work and felt that science could not be taught without it. Students studying science at pre-university level attained a greater understanding, through participating in relevant practical work, than students who had studied it at earlier, compulsory levels. Students reported that science technicians provide impact on student learning when contact time was the greatest.
Descriptors: Paraprofessional Personnel, Student Surveys, Teaching Methods, Student Attitudes, Science Activities, Hands on Science, Technical Support, Questionnaires, Secondary School Science, Science Instruction, Science Interests, Student Educational Objectives, Educational Practices, Educational Strategies, Program Effectiveness, Participant Satisfaction, High School Students, Foreign Countries, Qualitative Research, Statistical Analysis
Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: email@example.com; Web site: http://adn.teaching.ro
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)