ABSTRACT
In this chapter we explain some of the research findings about children’s abilities with practical work and investigations. We draw on psychological literature about implicit knowledge. We argue that if these models of knowledge are accepted as applicable to practical work in school science, then we may be trying to assess children in inappropriate ways. From the same premises we also argue that proficiency in practical work requires teaching with as few rules as possible and that these rules should be clear and preferably use images and pictures, not just written text. Concomitant with this is the argument that children may be better off trying to master fewer skills but taking longer over each one because mastery will only come with frequent, continuous practice and this may entail training.
