ABSTRACT
Ever since experimental science was advocated in the sixteenth century, it has been well accepted that practical or empirical work is the major task of scientists. Thus, in order to educate each new generation in science, there is a widespread belief that students should learn science by doing what scientists do. This sort of learning in science, furthermore, is seen by most science educators as likely to be more effective because the child is involved in practical activities and takes an active part in the learning procedure. Practical work has been a prominent feature of school science teaching from the late nineteenth century when science was established as part of the curriculum of schooling in a number of countries. Once it was introduced it became a part of science instruction and though its practice has varied considerably it has never been wholly neglected. Jenkins and Whitfield (1974) in the United Kingdom could, accordingly, write with confidence that:
Whatever teaching methods are employed, considerable importance is likely to be attached to laboratory work carried out by pupils themselves. Practical work is a characteristically strong feature of school science teaching in the United Kingdom. (p. 83)
