Abstract:
This paper presents a study into science practical work conducted in Namibian
classrooms. Lesson plans, task sheets and student work are used to identify the 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) are
explored. Millar's Profile Form is used to analyse twelve practical tasks. Findings show
an emphasis on conceptual instead of procedural objectives, and a frequent change from
an inductive to a deductive approach during the execution of the tasks. The practical
activity is rarely consolidated in a laboratmy report but functions as an enjoyable
introduction to a set of unrelated consolidation questions. Suggestions are made for the
modification of the analysis scheme, and for in-service activities to support teachers to
use practical work more effectively.
