Abstract

Practical work has been long associated with the effective teaching of sciences and has
been deemed as one of the most enjoyable aspects in a science curriculum. The science
education literature, however, has mainly focused on practical work in secondary schools
whilst the effectiveness and affective value of practical work in tertiary education remain
unexplored. Although one of the most expensive parts in science teaching very few
studies have reflected on what the reality is in a laboratory classroom in terms of effective
learning and any interest and/or motivation in sciences. Taking into consideration that
undergraduates at a tertiary institution have chosen to pursue studies life sciences, it
can be presumed that practical work, as an integral part of their degree, is something
that triggers their intrinsic interest and motivation. The present paper reports on a case
study currently being conducted at a British university to examine the effectiveness of
practical work in promoting conceptual understanding in sciences and its affective value