Sandra Duggan

Practical work: its role in the understanding of evidence in science

The role of practical work in science education is ill‐defined. The authors suggest that one of the familiar aims of practical work, teaching for the development of ‘experimental skills’, is best regarded as having a distinct knowledge base linked to the understanding of scientific evidence. The significance and value of an understanding of evidence for employment in science, engineering and in regard to scientific literacy in the community is discussed. A content for the knowledge base linked to evidence is proposed and methods of teaching it considered. The authors conclude that while various teaching methods can be used, practical work has a key role in the teaching of evidence provided that the type of practical work is selected carefully with a clear purpose in mind.

The place of investigations in practical work in the UK National Curriculum for Science

The introduction of the National Curriculum in the UK has meant that teachers are having to take a closer look at practical work, particularly in view of the priority apportioned to scientific investigations. Consequently there is a need to clarify the principal learning outcomes of different types of practical work. In order to do this, the aims of the science curriculum as a whole are considered in terms of conceptual and procedural understanding and, in particular, with the key issue of understanding ‘concepts of evidence’. The role of different types of practical work is then considered in the light of the overall aims of the science curriculum. Investigations emerge as a way of providing pupils with the opportunity to achieve an understanding of the concepts of evidence and hence a thorough grasp of procedural understanding whilst at the same time allowing pupils to use and develop their conceptual understanding.

The impact of early dementia on outdoor life : a 'shrinking world' ?

This article reports the voices of 22 people with early to moderate dementia and their carers about the use of the outdoor environment. Analysis of semi-structured interviews demonstrates that people with early dementia value the outdoor environment for reasons such as exercise, fresh air, emotional well-being, the opportunity for informal encounters with neighbours and friends and the appreciation of the countryside. Conversely, not being able to go out was associated with feelings of depression. Carers reported that the impact of dementia was to decrease the frequency of outdoor activity and to limit the areas visited to those that were the most familiar. Maintaining outdoor activity is likely to be an effective measure in extending the period of good quality living and might decrease the period when intensive services are required. It should therefore be considered in planning for both residential care and community living in the future.

Public participation in an environmental dispute: Implications for science education

The paper, which reports the findings of a case study of an environmental dispute, focuses on the role of the key players and the way in which they interacted with the underlying science. A model is proposed that lays out some of the dimensions of the complexity of public involvement, of the understandings of the science pertinent to such socio-scientific issues, and of the way knowledge of science is represented and disseminated in such issues. The analysis focuses on the value of local knowledge in framing and engaging with the issue, on the distinction between generative and evaluative engagement, and on the type of knowledge that proved central for engagement. The implications for science education and notions of scientific literacy are discussed.

Problems with the Assessment of Performance in Practical Science: Which way now?

This paper presents an overview of the problems associated with the assessment of practical work in science. We identify two theoretical positions from which different emphases for teaching and assessment flow and examine some of the available evidence on possible methods of assessment which articulate with these two positions. We consider the position adopted by the UK National Curriculum in science and its response to the problem of reliability. We explore possible ways forward which maintain the integrity of investigative work within the curriculum. Finally, the notion that there might be a separate ability, namely an ability to do practical work, is addressed and its consequences considered.

What Do Practicing Applied Scientists Do and What Are the Implications for Science Education

Abstract If we are to match what is taught in science education with what is needed in employment in science‐based industry, we need to determine what applied scientists actually do in terms of generic science ‘skills’. The pilot study reported here suggests that procedural understanding or the ‘know‐how’ of science is a key issue in employment but one that is not easily identified. When questioned about the science they use in their work, employers and employees tend to refer to traditional science concepts. They find it difficult to make explicit the procedural understanding which our research found was also required in their work. If we accept the notion that procedural understanding has a content which can be taught, then such teaching could make science education more efficient and in the long term had to a more efficient workforce.

A framework for practical work in science and scientific literacy through argumentation

This paper draws on earlier work on ideas that underpin the collection and use of evidence in science in schools. It establishes that different types of practical work share the same procedural underpinnings. It then takes the work of Toulmin on argumentation to suggest that the idea of the ‘public claim’ can be used to forge a link between scientific experimentation in schools and emerging ideas of scientific literacy. It concludes with a discussion of possible implications.

A CRITICAL POINT IN INVESTIGATIVE WORK : DEFINING VARIABLES

This article reports research concerning the definition of variables by pupils aged 12 to 14 during investigative work. The findings suggest that an increase in the complexity of an investigation lowers the ability to identify relevant variables as pupils start to lose track of the whole task. Substantive concepts intrude most obviously on the ability to define the appropriate dependent variable and to control variables. Pupils appear to have difficulty in realizing the advantages of defining the independent variable as continuous for the investigation as a whole. Possible explanations are considered and some practical ways of addressing this point of difficulty are put forward.

The Care Home Activity Project: Does introducing an occupational therapy programme reduce depression in care homes?

The primary aim of the study was to test the hypothesis that depression severity in care homes for older people would be reduced by an occupational therapy programme. This was a feasibility study for a cluster randomised controlled trial and involved four intervention and four control homes in northern England. In each intervention home a registered occupational therapist worked full-time for one year delivering an individualised programme to participants. Pre- and post-intervention data for the Geriatric Mental State–Depression Scale (primary outcome measure) were obtained for 143 participants. Secondary outcomes included dependency and quality of life. No significant intervention effects were found in any of the quantitative outcome measures, though qualitative interviews showed the intervention was valued by many participants, staff and relatives. Therapist ratings and qualitative interviews suggested that the intervention was beneficial to some participants but no distinctive characteristics were found that might enable prediction of likely benefit on initial assessment. This exploratory study provides no evidence that this intervention produced benefits in terms of depression, dependency or quality of life. Lack of prior power calculations means these are not definitive findings; but numbers were sufficient to perform the required analyses and data did not suggest effects that would have reached statistical significance with a larger sample. This study highlights issues for consideration in providing such services in care homes.

Costs of occupational therapy in residential homes and its impact on service use.

The Care Home Activity Project was a feasibility study examining the effect of occupational therapy on levels of depression and quality of life of residents in care homes. This paper describes the costs of the one year occupational therapy intervention, the use and cost of services received by the residents both before and after the intervention and compares these with the services received by a control group over the same period. Eight homes in northern England were included in the study with four homes receiving the services of a full-time occupational therapist, the remaining four acting as the control group. Services received by residents in both groups were recorded at the beginning and end of the one year study. The cost of the occupational therapy intervention was computed from published unit costs with adjustments for travel, equipment costs and methods of working. There was a significant increase in the likelihood of using social services in the intervention homes. This could be explained by previously unrecognised needs being revealed by the therapists. There may have been a reduction in health costs in the intervention group. At 2005 levels, the net cost of providing the occupational therapy service was £16 (E23) per resident per week. This study demonstrates that occupational therapy is feasible in residential homes at modest cost. It may uncover unmet needs for some services. Future studies should match groups for hospital use at baseline.