This Open Access volume presents a comprehensive and updated vision of practical work, aligned with 21st-century digital challenges and competency demands. It explores a wide range of issues related to both physical and digital practical work, highlighting the strengths and limitations of various approaches. The book emphasizes that digital practical work should complement, not replace, physical practical work to maximize student learning. It also addresses emerging issues related to artificial intelligence, safety, ethics, and inclusivity in practical work, and discusses the implications for teacher education and student assessment.
By offering an in-depth view of practical work, this book serves as a valuable resource for those involved in science education research, educational policy, STEM education, and science teacher education. It provides an overview of key issues in using and assessing physical and digital practical work, ensuring adherence to best ethical practices.
Part
1. Overview of Practical Work in Science Education.-
1. A Critical
Look at the History of School Practical Work Over the Past Half a Century.-
2. Practical Work in Science Education: Foundations, Challenges, and Future
Perspectives.-
3. Practical Science, Artificial Intelligence and Science
Education.-
4. Maker Education and Makerspaces: Challenges and Opportunities
for STEAM Education.-
5. Practical Work to Teach the Nature of Science to
Science Teachers.- Part
2. Physical Practical Work in Science Education.-
6.
Physical Laboratory-Based Practical Activities in School: A Literature Review
Centred on Students.-
7. Inquiry-based Practical Work in Science Education.-
8. Engaging in the Practical Work of Science with Multiple Models.-
9. The
Rain Gauge as a Limit-Act: Practical Work from the Freirean Perspective.-
10.
Field-Based Practical Activities for School Science Learning: A Literature
Review Centred on Students.-
11. Problem-Based Practical Work in Real
Contexts: Cultivating Scientific Literacy for Social Change and Youth
Protagonism.-
12. Science Museums in Support of School Laboratory Work.- Part
3. Digital Practical Work in Science Education.-
13. Enhancing Practical Work
Through 3D Animated Virtual Labs: Opportunities and Challenges in Biology
Education.-
14. Simulations-Based Practical Work.-
15. Modeling in the
Digital Era: An Overview of Practical Studies on Computerized Model-Based
Science Instruction.-
16. Augmented Reality in Education: Didactic and
Philosophical Implications for Science Education.-
17. Immersive Virtual
Reality for Science Practicals: Opportunities, Challenges, and Pedagogical
Considerations.-
18. A Systematic Review of Research on the Integration of
Real and Virtual Laboratories for Inquiry-Based Learning.- Part
4. Inclusion
Through Practical Work.-
19. Promoting Inclusion in Science Education Through
Low-Cost Practical Work.-
20. Designing Sustainable and Inclusive Physics
Laboratories for the Digital Age.
21. Inclusive STEM Education for Students
Who Are Blind or Low Vision: From the Classroom into the Science Laboratory.
22. Unlocking Young Childrens Potential with STEAM: Special Online Programme
for Gifted Young Children.
23. Potential and Limitations of Virtual Field
Trips in Promoting Nature-Based Learning and Inclusion.- Part
5. Teaching
Practice Issues in Practical Work Contexts.-
24. Towards More
Research-Informed Practice in the Use of Practical Work in Science
Education.-
25. Teachers Challenges and Proposed Strategies in Educational
Robotics and STEM: A Review and Content Analysis.-
26. Assessing Practical
Work in Laboratory Settings.- Part
6. Ethical and Safety Issues in Practical
Work.-
27. Ethical Issues in the Science Laboratory.-
28. Ethics Issues in
Outdoors Science Education in an Increasingly Digital Age.-
29. Ethical
Issues with Extended Reality Technology in Schools and How Teachers Can
Respond to These in STEM Education.-
30. Redefining School Laboratory Safety
in the Digital Age.-
31. Safety Issues in STEM Virtual Learning Environments.
Laurinda Leite has a background in Physics and Chemistry, holds a MA in Science Education, University of London, UK and a PhD in Science Education, University of Minho, Portugal. Her research concentrates in science teacher education, using the laboratory for teaching, and context-based and problem-based learning. She directed the Research Center on Education, was Vice-Rector for Education and has been engaged in national and international funded research projects. Luís Dourado has a background in Biology and Geology, holds a MEd and a PhD in Science Education University of Minho, Portugal. His research concentrates in science teacher education, using the laboratory and the field for teaching, problem-based learning and Ecoethics. He coordinated the research group on Science Education for Sustainability and participated in national and international funded research projects. Ana S. Afonso has a background in Physics, holds an MSc in Physics for Teaching, University of Minho, Portugal and a PhD in Science Education, University Reading, UK. Her research interest and publication concentrate mainly in the area of informal science education, namely in science centers. She has been participating in national and international funded research projects. Sofia Morgado has a background in Physics and Chemistry, holds a MEd and a PhD in Science Education, University of Minho, Portugal. Her research interests and publication concentrate in the area of problem-based learning of science and teaching for context-based learning of science. She participated in a national and international funded research project. Luísa Carvalho has a background in Biology and Geology and holds a masters in Teaching of Biology and Geology, University of Minho, Portugal. Her research interests and publication concentrate in the area of Ecoethics, which was the topic of her recently awarded PhD in science education.
