Influence of Teacher Education and School Type on the Frequency and Openness of Laboratory Practical Work in Science Education
DOI:
https://doi.org/10.21703/rexe.v25i.3173Keywords:
Science education, Laboratory practical work, Teacher training, Levels of opennessAbstract
This descriptive study aimed to evaluate whether the frequency and openness level of laboratory practical activities depend on teachers' educational background or on the characteristics of the schools where they work. An online survey was administered to 83 in-service science teachers. The results showed significant differences (p < 0.05) in more complex laboratory practical, mainly associated with the type of school, with no significant differences related to teachers’ educational background. Additionally, the main challenges faced by teachers include a lack of supplies and limited time. An inverse relationship was also identified between teachers' age and both the frequency and openness of the activities conducted. It is concluded that differences in the frequency and openness of laboratory practical are more strongly associated with school characteristics than with teacher training.
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