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ERIC Number: EJ890651
Record Type: Journal
Publication Date: 2008-Dec
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-2077-2327
Health and Safety in Practical Science in Schools: A UK Perspective 2, Using Model Risk Assessments
Borrows, Peter
Science Education International, v19 n4 p415-418 Dec 2008
The previous article in this series explained the difference between hazard and risk. If the risk is too high, steps must be taken to reduce it to a sufficiently low level by adopting suitable protective control measures. If a practical activity in a science lesson has some risk associated with it then one way of reducing the risk might be to avoid the activity altogether. In that case, very little practical work would ever take place. Science instructors accept a low level of risk because the benefit of practical science outweighs the risks. Teaching students how to handle safely fragile or hot objects under the relatively organised conditions of a science lesson may teach them something of value about risk management for life outside the laboratory and when they have left school. Certainly, science teachers need good training in health and safety before they start teaching and on-going professional development once in post. Only rarely is there hands-on training in health and safety matters for science teachers. They therefore need guidance which they can rely upon and access easily. Such guidance is called a model risk assessment. This article examines how model risk assessments work by using two sets of model risk assessments: "Hazards"[R] and the "Hazardous Chemicals Manual"[R]. (Contains 3 footnotes.) [For "Health and Safety in Practical Science in Schools: A UK Perspective," see EJ890626.]
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom