ABSTRACT

An enormous amount of time and money is invested in making practical work an element of secondary school science. The place of practical work in science needs to be justified; fortunately, there are many useful discussions which help by giving US a framework for practical work by outlining its purpose and potential. The types of practical work in school science associated with these aims are discussed in detail by Woolnough and Allsop, who label the three types Exercises, Investigations and Experiences, respectively. There are several aspects to managing and organising whole-class practicals, most of which can only be learnt adequately from observation and experience. Circuses often fulfil the experiential aim of practical work. The issue of health and safety in science should never be underestimated. Equally it should never be used as an excuse for not including correctly risk assessed practical work from being done.