In this section the role o f practical activities in science classrooms is discussed, emphasizing its strengths and weaknesses.
2.7.1 Practical Activity in Science
Research opinions o f practical (hands-on) activities in science instructions are varied. Woodley (2009); Millar (2004) and Oloruntegbe and Ikpe (2011) reasoned that it is indispensable for learners to interact with materials throughout learning. Bowell and Eison (1991) described the role o f practical activities as to involve learners in meaningful learning processes other than listening and make them think about what they are learning. The next sections briefly elaborate on the strengths and weaknesses, and the promotion o f practical activities as an approach to learning science.
2.7.2 The strengths of practical activities in Science
The prominence o f practical work in science is extensively viewed as the utmost effective way of constructing knowledge meaningfully. In Namibia, the curriculum validates scientific literacy (Namibia. MoE, 2009) and the subject policy (Namibia. MoE, 2008) promotes learner-centred education where learners ought to be actively involved in hands-on activities to attain practical
skills, attitudes and knowledge. In addition, the syllabus (Namibia. MoE, 2010), makes suggestions for likely hands-on activities in all topics.
In the UK, practical activities are part o f teaching and learning science. M ost academics agree that only excellent practical activities can involve learners thoughtfully and instil vital scientific concepts and skills, such as inquiry processes (Woodley, 2009). Woodley (2009) asserted that practical activities allow learners to comprehend the significances o f experiencing hands-on activities in science. Paiget argued that for learners to construct knowledge accurately, they should be involved in the learning processes (Sigel & Cocking, 1977). According to Von Glasersfeld (1989), learning does not take place when knowledge is received passively, but when learners are actively involved in the learning processes.
Furthermore, research has shown that learners learn best when they are actively involved in the learning process which helps in developing their ability to think (Prince, 2004) as it encourages learner-centeredness (Nyambe, 2008), using scientific processes. Practical activities promote learner-centeredness which the NCBE advocates (Namibia. MoE, 2009).
Likewise, M illar (2004) held that practical (hands-on) activities equip learners with appropriate thoughtful science for them to partake assertively and meritoriously in the contemporary realm.
Abrahams and M illar (2008) worked on efficacy o f hands-on work in teaching and learning, publicising evidence that most learners appreciate practical activities in science lessons in contrast to instructions without hands-on activities. Practical science activities offer means for learners to attain hands-on skills that are indispensable for the new workforces that require cutting-edge scientific knowledge and specialised expertise (Abrahams & Millar, 2008; Prince, 2004).
Lazarowitz and Tamir (1994); Lunetta (1998) and Hofstein and Lunetta (2004) suggested that practical or laboratory activities enable social interaction among learners. Hence, learners develop essential skills necessary for scientific understanding and cognitive growth. Bell, Urhahne, Schanze and Ploetzner (2010) proposed that learners are more successful when learning in shared surroundings such as group work as opposed to working alone.
Research findings by Maselwa and Ngcoza (2003) on grade 9 learners revealed that most learners enjoyed practical activities in science lessons. The authors further found out that learners felt that practical activities were powerful in promoting conceptual development and understanding o f science concepts, and the activities minimised rote learning. Maselwa and N gcoza’s (2003) notions o f “hands-on”, “minds-on” and “words-on” on practical activities promoted scientific skills of observation, investigation, problem-solving and so forth as learners could visualise phenomena, hence, promote the enhancement o f conceptual understanding. Hatting, Aldous and Rogan (2007) agreed that, from their experience, learners are always enthusiastic about carrying out meaningful practical activities. Despite numerous benefits practical activities bring science education, research has also shown that practicals have the potential to impede the very same benefits.
2.7.3 The weaknesses of practical activities in Science
Contrary to widespread acknowledgement o f the immense advantages practical activities bring out in the learning o f science, Hodson (1990), Roberts (2004) and M illar (2004) cautioned that if not properly planned, practical activities may possibly hamper the very same learning intended to aid.
Hodson (1990), Leach and Scott (1995) argued that science practical activities do not always guarantee learning. Hodson (1990), for instance, strongly disputed the educational values of practical work. Based on his experiences, he concluded that most practical activities carried out in schools are ‘ill-conceived, confused and unproductive’ (p. 33).
According to Hodson (1990), practical activities may not necessary improve learners’ motivation, rather some learners may find some practical activities boring. Hodson (1990), warned that there is often no or little learning in practical activities as most high school practical activities follow certain recipes which often lead to unproductive activities and a waste o f time. M illar (2004) complemented that arguing that often there is no link between practical activities and the theory behind such activities. Roberts (2004) warned that if not planned and carried out correctly, practical activities in fact have the potential to hinder learning. Agreeing with Hodson (1990), Abrahams and Millar (2008) posited that practical activities in most schools are ill-conceived, disorderly and unproductive. Likewise, Oloruntegbe and Ikpe (2011) asserted that most teachers’
anxiety and that the context-based learning may possibly hinder completion o f curricula.
Moreover, additional hard work is required in planning hands-on activities (ibid).
2.7.4 The promotion of practical skills through practical activities
The significance o f science through seeing and experiencing the situation as part o f practical (hands-on) activities offer learners multiple understandings o f science. The advancement of practical activities is perceived to offer benefits to learners (Schulman, 1986; Driel, Verloop & de Vos, 1998) particularly in Namibia (Namibia, MoE, 2009) provided such activities are conducted in ways that will advantage the beneficiaries (learners). Hence, science practical activities should be well formulated and intended as recommended by the curricula. Hands-on activities should offer learners participation in experimental processes, data gathering and construing from results.
In her attempt to promote the use o f easily accessible materials in science practical activities in Namibian schools, Asheela (2017) found that teachers need knowledge and exposure on how to use these easily accessible resources. Through the use o f easily accessible resources, she further found out that teachers were motivated, thus acquired practical knowledge to include practical activities in their science lessons.
W hile it is hard to measure achievements o f practical activities, according to M illar (2004), such activities offer additional open-ended, investigative kind o f skills which develop learners’ tactical knowledge o f scientific enquiry. Furthermore, M illar (2001) asserted that if learners are permitted to decide on individual enquiries, it will give them all-out possibilities for own search on an assignment, consequently making it extra motivating. Consequently, Oloruntegbe and Ikpe (2011) counselled teachers to integrate innumerable home-based linked activities as these offer a source o f meaning, hence encouraging experiential-based teaching and learning and in-depth understanding o f science concepts.