This study investigates the value of practical work as a component of Biology teaching in
South African schools at present. The significance of practical work needs to be assessed
to determine whether future expenditure in this regard is justified. Practical work is
expensive, requiring trained teachers and well-equipped laboratories. There is no evidence
that experiment-based instruction develops improved attitudes, achievement, or laboratory
skills in pupils more significantly than does lesson-based instruction. Whereas the role of
a heuristic, problem-centered approach to practical work in motivating pupils and in
stimulating them to realize affective and cognitive objectives is recognized, this study shows
that such an approach is, at present, seldom followed in South African schools. Instead,
practical work is characterized by routine 'cookery-book' procedures in which pupils merely
carry out instructions from textbooks. The 'scientific method' therefore constitutes a 'hands-on'
rather than a 'minds-on' approach. This study also investigates factors inhibiting meaningful learning during practical work, such as inadequate facilities, underqualified teachers, problems with the language of instruction, pupils' poorly developed spatial abilities, and 'educational noise' which causes pupils to lose track of the underlying concepts.
Four general misconceptions concerning practical work are identified, namely that it cultivates
positive attitudes and affective abilities, promotes psychomotor skills, fosters a
scientific attitude and improves higher cognitive skills. This study, however, posits that
none of these perceptions is true in the light of the methods according to which practical
work is at present being approached in South African schools.
This study offers the following recommendations:
• Practical work should be more relevant and problem-centred. It should focus on
pupils' needs and interests and should address current environmental problems and
controversial issues.
• Pupil creativity rather than rigid adherence to prescribed procedures should be
encouraged.
• Pupils' spatial abilities should be developed.
• Mental rather than practical problem-solving should be promoted.
• A professional code of conduct needs to be stressed in teacher training.
• Involvement in Sharenet programmes should be encouraged.
• Educationists need to place more emphasis on the affective domain as, only by taking
account of pupils' personal and affective needs can levels in the cognitive domain be
raised.
Hierdie studie ondersoek die waarde van praktiese werk as 'n komponent van Biologieonderrig
in Suid-Afrikaanse skole. Die sinvolheid van praktiese werk moet geevalueer word
ten einde te bepaal of toekomstige uitgawes in hierdie verband geregverdig is. Praktiese
werk is 'n duur onderrigmetode wat goed opgeleide personeel en voldoende laboratoriumfasiliteite
vereis. Daar is egter geen bewyse dat 'n eksperimenteel-gebaseerde onderrigmetode
in 'n groter mate daarin slaag om affektiewe, kognitiewe en psigomotoriese doelstellings in
die kind te ontwikkel, as met 'n tradisionele lesingbenadering nie. Terwyl die waarde van
'n heuristiese, probleemgesentreerde benadering tot praktiese werk in soverre dit die kind
affektief en kognitief stimuleer, erken word, het hierdie studie aangetoon dat so 'n benadering
tans selde in Suid-Afrikaanse skole toegepas word. Praktiese werk word tans gekenmerk
deur 'n resepmatigheid waar die leerlinge eksplisiete instruksies in handboeke of werkkaarte
volg. Die "natuurwetenskaplike metode" is daarom dikwels 'n "hands-on" eerder as 'n
"'minds-on" -benadering.
Hierdie studie ondersoek ook faktore wat leerbelemmerend tydens praktiese werk inwerk,
onder andere onvoldoende fasiliteite, ondergekwalitiseerde onderwysers, probleme met die
taalmedium, Jeerlinge se gebrekkige ruimtelike vermoens en oorbelading van leerlinge tydens
praktiese werk, wat daartoe lei dat fundamentele konsepte nie deur leerlinge verwerf word
me. Vier wanopvattings betreffende praktiese werk word uitgelig, naamlik dat dit ~sitiewe
gesindhede en affektiewe doelstellings vaste, psigomotoriese vaardighede ontwikkel, leerlinge
toerus met die sogenaamde .. natuurwetenskaplike houding", en hOCr kognitiewe vaardighede
ontwik.kel. Hierdie studie toon egter aan dat nie een van hierdie opvattings waar is nie, as
gevolg van die wyse waarop praktiese werk in Suid-Afrikaanse skole benader word.
Hierdie studie doen die volgende aanbevelings aan die hand: • Praktiese werk moet meer relevant en probleem-georiCnteerd wees. Dit moet fokus
op die leerling se behoeftes en belangstellings, en moet huidige omgewingsprobleme
en kontroversiCle vraagstuk.ke aanspreek.
• Leerlinge se kreatiwiteit moet aangemoedig word, eerder as die huidige bekJemtoning
van rigiede, formele prosedures.
• Leerlinge se ruimtelike vermoens moet ontwikkel eerder as bloot aanvaar word.
• Kognitiewe eerder as praktiese probleemoplossing moet bevorder word.
• 'n Professionele gedragskode in onderwyseropleiding moet beklemtoon word.
• lnskakeling by Sharenet-programme moet aangemoedig word.
• Opvoedkundiges moet meer k.Jem op die affektiewe domein plaas, want slegs dan kan
doelstellings in die kognitiewe domein beter rea.liseer.
