Student and teacher attitudes towards laboratory work in chemistry in Bahrai

This study explores teachers' and students' perceptions of laboratory work in chemistry in secondary schools in the Kingdom of Bahrain where laboratory work is not well organised and teaching staff are not trained in practical experiments in the chemistry curriculum. The overall aim is to enhance laboratory learning in Bahrain, based on sound pedagogical evidence, particularly in the context of teachers at secondary schools. This study provides an overview of laboratory learning in chemistry in secondary schools in Bahrain with the teachers and students. The aims for school laboratory work are often ill-defined. It has been argued that laboratory work is essential in that chemistry is a practical subject but this view is inadequate. It is also possible that the student laboratory experience is of critical importance in the process of enhancing student cognitive understanding of science. Overall, laboratory work can be seen as a place which can make chemistry real for the learner but is also a place where the methods of chemistry can be illustrated, as understanding of the physical world is built up based on empirical evidence. It is clear from the literature that, in the past, too little consideration has been given to where learning in the laboratory is effective and where it is weak. There is also a lack of evidence about functioning and effects although many have expressed disquiet over the laboratory experience. Considerable evidence has emerged that not all is well in laboratory instruction. This study describes two surveys which were conducted with 443 pupils and 69 teachers related particularly to their experience and attitudes in practical experiments in the chemistry curriculum and the use of laboratories in teaching chemistry. 40 people (chemistry teachers, curriculum chemistry specialists and chemistry inspectors) were also interviewed individually in order to gain more information about their perceptions of practical experiments in the chemistry curriculum and the use of laboratories in teaching chemistry. Overall, the students hold positive attitudes towards laboratory work in chemistry but they are clearly unhappy about some aspects of current practice. Overall, there is a picture where the students want the experimental work but do not seem to be satisfied with what is being offered to them. Students hold quite realistic views about the purposes of laboratories although the need to learn practical skills is strong. Like the students, teachers tend to hold positive views about the place of experimental work in the laboratory. However, there is clear dissatisfaction with what is required in the curriculum. They are critical of the textbook, the time allocations, the curriculum pressure and the lack of adequate training. There is a clear need for clarity of aims, with teachers holding widely diverse aims in mind. The teachers share the student desire for more experimental work to be done by the students themselves. Students and their teachers hold very different views on almost all issues. Overall, the impression is gained of greater pupil realism. Interviews supported many of the findings. It is clear that there is strongly felt need for support and guidance, for training and direction as well as a need to reduce curriculum pressure to provide time for more experimental work.