ABSTRACT
Practical work has been a part of science education for over 100 years and throughout this time its role and function has been the subject of debate and disagreement amongst science educators (see chapter by Jenkins). Whatever views are expressed about the purpose of practical work, its scope in school has always been limited by logistical factors such as equipment and time—for example, by the amount of data which can be collected during a science lesson, often lasting between 50 and 70 minutes, and by the measuring instruments available in the school laboratory. These logistical factors have also influenced the roles adopted by the teacher. The need for teachers to support pupils as they collect and process data tends to dominate lesson time relative to other activities such as helping pupils to discuss and analyse their data. This chapter aims to explore the impact which computer-assisted practical work can have in changing these logistical constraints and the roles adopted by the teacher in a school laboratory. We must guard against being so familiar with existing constraints that we are slow to appreciate new and perhaps radical opportunities.
