The effectiveness of a must-have practical work in tertiary Life Sciences' education: A case study of undergraduate courses at a British university
Creators: name: Constantinou, Marina
Publisher: name: University of Lincoln
Year: 2023
Subjects: X342 - Academic studies in higher education

description: The teaching of undergraduate sciences has long been associated with practical work; an instructional medium through which the teaching of sciences is believed to become effective in terms of promoting conceptual understanding, skill development as well as subject enjoyment. However, empirical evidence on its effectiveness as a teaching method and whether it has any affective value for undergraduates is scarce in the field of Life Sciences, despite claims deeming the practice as one of the costliest aspects of science education. This thesis reports on findings of a mixed-methods case study conducted at a British university to examine the perceived aims of practical work as well as the effectiveness of practical work in conceptual understanding , skill development and impact on affective value for Year 1 and 2.This research study poses three research questions concerning the effectiveness of practical work in life sciences at a university in England. The first question explores the objectives of practical work as perceived by a representative sample of members of staff in the department of life sciences at the university. The second question examines whether practical tasks effectively enable undergraduates to achieve the intended learning outcomes. Additionally, it investigates the circumstances under which practical tasks are most effective. The third question explores the contribution of practical work towards meaningful learning. Specifically, it assesses the extent to which the affective value of practical work influences meaningful learning and identifies the specific aspects of meaningful learning affected.Data collection encompassed questionnaires administered to members of staff, laboratory observations and on-the-spot informal assessment of undergraduates’ understanding and skill development that provide an objective empirical perspective on how the structuring of practical work lessons can assist in learning. Additionally, findings on undergraduates’ questionnaire responses regarding their experiences and expectations in the laboratory before the beginning of the academic year and at the end of their semester along with their future aspirations are reported so as to investigate whether practical work lessons offer opportunities in the cognitive, psychomotor and affective domain for meaningful learning to occur. Laboratory observations revealed specific lesson features of which the importance of providing theoretical scaffolds during experiments so as to help undergraduates in linking theories with observables was prominent. Even though practical work lessons were regarded as effective for developing manipulative skills, the development of conceptual knowledge was not regarded as something that is feasible to materialise in the laboratory, while doing practical work; something aligning with the department’s teaching aims. Findings concerning practical work and its contribution in meaningful learning showed that undergraduates , despite being actively engaged within the psychomotor domain and holding positive beliefs towards their experiences in the affective domain, desire more cognitive engagement in the laboratory.The study suggests that theoretical scaffolds during experiments are vital so as to help undergraduates in linking theories with observables. Additionally, members of staff need to clearly communicate their perceived aims of practical work in order to clarify that there is long-term plan expanding throughout the three years of the degree which embodies a gradual learning process that will allow undergraduates to train, both in technical skills but also in linking theory with observables, and eventually advance to the level they desire. Even though findings indicated that undergraduates who already hold a vision regarding their future plans in science are intrinsically motivated, findings showed that a carefully structured lesson, assistance from professionals , applicability of practical work to real life scenarios as well as a positive environment meeting undergraduates’ needs, leads to a positive emotional state which encourages them entering the process of creating meaning, thus attempt to learn meaningfully.