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Characteristics of Practical Work in Science Classrooms in Namibia

This paper presents a study into science practical work conducted in Namibian classrooms. Lesson plans, task sheets, student work, lesson transcripts and observation notes were used to identify intended learning outcomes. In addition, aspects of task design (inductive-deductive; open-closed; nature of student involvement) and the context of the practical task (duration; interaction patterns; types of task information and apparatus; nature of the student record) were explored. A profile form was used and its usefulness evaluated for the analysis of 12 practical tasks. The findings showed an emphasis on conceptual as opposed to procedural objectives, and a frequent change from an inductive to a deductive approach during the execution of the tasks. Pupil practical activity was rarely consolidated as a laboratory report but functioned as an enjoyable introduction to a set of general questions on the content covered in the practical. Suggestions are made for the modification of the profile form, and for in-service activities to support teachers to use practical work more effectively.