Mind the GAP: Ensuring practical activities best support learning

How can we ensure science practical work best supports learning? In this session, we present findings from a large research study that suggests we need to "mind the GAP" by ensuring practical work is teacher-guided, student-active and purposeful. We will explore the research evidence and look at some research-informed pilot resources developed by the Best Evidence Science Teaching (BEST) team at the University of York to help you plan and implement guided, active and purposeful (GAP) practical activities in GCSE science. School science has a crucial role in providing a pipeline of scientists and scientifically-literate citizens to engage with environmental, health and energy challenges. Practical work is an essential part of science learning: it develops understanding of scientific processes, transferable skills such as problem-solving, objectivity, data analysis and evaluation, increases engagement and supports career aspirations (Gatsby, 2017; Royal Society, 2024). The latest Science Education Tracker (Royal Society, 2024) shows a downward trend in the amount of high quality practical work being done in school science, and that watching videos during science lessons is now the most common way of learning about practical activities. Our own research shows that watching practical videos is the least effective way to support learning, and identifies characteristics of effective practical work pedagogy (Moore et al., 2024). Skills development is a policy priority for the new government, yet in 2024 the DfE ceased funding the development and provision of CPD for teachers, including on effective science practical work. The dissemination of research findings on effective practical work, and of research-informed resources to support effective teaching, is of vital importance. At the end of the session, attendees will: •Understand research evidence suggesting that practical work best supports learning when it is teacher-guided, student-active and purposeful. •Appreciate why and how to “mind the GAP” when planning and implementing practical lessons. •Take away resources and an action plan to help them make three key GCSE science practical activities more GAP.