DOES PRACTICAL WORK REALLY MOTIVATE? Name: Institution: Course: Tutor: Date: 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 Abstract This academic article is a report presenting an assessment seeking to determine whether practical work by students while learning has an influence on the students’ results and the basis of this influence especially concerning the appreciation of such practical learning beyond the compulsory stage in education…
The article explains that the term “affective” is utilized in order to refer to emotions, feelings that are provoked among students towards science in general or specifically. This report is presented from several studies conducted in twenty-five different case studies, which utilized a condensed fieldwork strategy in which collection of data was through discussions recorded on audio tapes, interviews as well as notes on field observations. Moreover, there were samples of practical lessons, which were conducted in English comprehensive schools. In fact, this study was conducted in phases, whereby during stage three and four, the research focused on students between the age of 11-14 and 15-16.This report presents findings from the research based on practical work. The findings indicate that practical work for students offers short-term engagements, which is comparatively unproductive in the process of motivating students to study science post compulsory education or for individual interest, which is long-term. This academic article presents ideas, which indicates that people directly involved in science education are expected to establish a realistic understanding of shortcomings of practical work in the affective domain especially in post compulsory stages of education. Therefore, in my perspective, this article provides necessary ideas, which are gathered to suggest that practical work is a motivator in primary level school science as against in secondary and post secondary stages of education. This research article presents substantial illustrations focused on lack of precision on the use of crucial terms, while discussing affective value of practical work in relation to the attitude towards science. On the other hand, the research focuses on avoidance of overlap of terminologies, whereby there is ample clarification of terms such as motivation and personal interest. Besides, the report aims at finding out whether pupils are motivated by practical work in learning science. Moreover, the researchers focused on presenting their meaning on psychological sense, while considering the chance of these terms being operational. Methodology: The research presented in this academic article applied a methodology approach that focused on collection of data through observation and tape-recorded interviews, which were undertaken through collaboration with teachers prior to and after lessons. On the other hand, the researchers utilized pre-lesson interviews focused at accounting for practical work, which was observed and its relation to teachers’ perceptions towards achievement of learning objectives. There were collections of teachers’ reflections based on the moment after the lesson interview, which focused on identifying achievement of learning objectives. This focused on their perception towards a teacher’s affective value of practical work in learning. The researchers utilized conversations among groups of pupils during and after lessons and they were recorded. Besides, these conversations offered a chance for gathering ideas regarding students’ ...
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