Abstract
This paper reports a study on students’ science manipulative skills at the lower secondary school level. Students’ manipulative skills can be explored by understanding their technical skills and their functional aspects of performing experiment. However, this paper will focus on students’ technical skills in using basic scientific apparatus. Technical skills in this study refer to skill, abilities, and knowledge required for accomplishing a specific task in the laboratory. The skills include knowledge and skills needed to properly manipulate and operate scientific apparatus when executing a scientific task. It was found that students perform the skills in a certain pattern that reflects a form of hierarchy. This hierarchy can be used to aid science teachers in teaching manipulative skills. The paper will present the hierarchy of these technical skills and discuss these skills specifically from the perspective of lower secondary science teaching and learning. The results of this study have provided an insight on the issue of science manipulative skills that supports the importance of practical work.
Highlights
With the advent of information technology, the mastery of science and technology among school students is important to produce well-informed, scientific literate and competent human capital
The results of this study have provided an insight on the issue of science manipulative skills that supports the importance of practical work
Functional aspects of performing scientific experiments can be defined as specific procedures that are related to the operation of manipulative skills while performing the experiments
Summary
With the advent of information technology, the mastery of science and technology among school students is important to produce well-informed, scientific literate and competent human capital. According to Gilbert and Justi (2016) evidence of students’ lack of engagement in science classes is used to support widespread dissatisfaction regarding students’ levels of attainment in international studies and with their disinclination to continue to study science related discipline in higher education institutions. This has led to concern among policymakers about their nation’s science and technology workforce, as well as the scientific literacy of their populations (Van Griethuijsen et al, 2015). The TIMSS findings suggest that declining attitudes toward science education
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