| Introduction | p. 7 |
| Aims and rationales for practical work | p. 17 |
| Introduction | p. 17 |
| Practical work in School Science - some questions to be answered | p. 19 |
| "Mapping" the domain - varieties of practical work | p. 33 |
| Envisionment in Practical Work. Helping pupils to imagine concepts while carrying out experiments | p. 60 |
| TIMSS Performance Assessment - a cross national comparison of practical work | p. 75 |
| Touched by a disgusting fish. Dissecting squid in biology lessons in a comprehensive school | p. 96 |
| Practical work and learning about science | p. 115 |
| Introduction | p. 115 |
| A marriage of inconvenience? School science practical work and the nature of science | p. 118 |
| Learning science in the laboratory. The importance of epistemological understanding | p. 134 |
| The interaction between teaching styles and pupil autonomy in practical science investigations - a case study | p. 148 |
| Is authentic appropriate? The use of work contexts in science practical activity | p. 160 |
| Practical work and teaching scientific concepts | p. 175 |
| Introduction | p. 175 |
| Labwork activity and learning physics - an approach based on modelling | p. 176 |
| Modelling Student's cognitive activity during resolution of problems based on experimental facts in chemical education | p. 195 |
| A challenge for lifelong science understanding. The role of "lab work" in primary school science | p. 210 |
| Longitudinal study on lab work and 10-12-year-olds' development of the concepts of transformation of matter | p. 229 |
| Practical work outside the laboratory | p. 247 |
| Introduction | p. 247 |
| The theoretical and practical aspects of actively involved enquiry learning in a controlled environment (the Educational Greenhouse). A case study based analysis | p. 249 |
| Changing teachers' practise. Practical work in environmental education | p. 264 |
| Models of student cognition in practical work: Perspectives from one research programme | p. 279 |
| Introduction | p. 279 |
| The influence of students' individual experiences of physics learning environments on cognitive processes | |
| The influence of learning environments on cognitive processes | p. 297 |
| How to interact with students? The role of teachers in a learning situation | p. 313 |
| Contact details for first authors of chapters in this book | p. 328 |
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