This book provides a re-affirmation of the importance of practical activity in science, centred on problem-solving investigations. It advocates the need for students to engage in whole practical tasks, in which all aspects of knowledge, (tacit as well as explicit), of practical ability, and of personal attributes of commitment and creativity, are iteratively interacting in holistic activity.
While considering the particularly pertinent issues arising from the National Curriculum for Science in England, its discussion is equally germane to all concerned with developing good practical work in schools. If practical work is to merit the time, money and effort demanded by it in school science teaching, it must find a valid and convincing case for its existence. This book provides such a well argued justification.
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