Developing a pedagogical framework to support pre-service teacher learning about planning for practical work in science education

Practical work is a common and engaging feature of science classrooms. During practical work students manipulate objects in the Domain of Observables (what students do, DO) to learn science concepts and skills the teacher intends (i.e., the Domain of Ideas, DI). When the two domains are not aligned, not given insufficient attention or not made explicit, practical work can be ineffective and unproductive. Given the short timeframes of initial teacher education and limited experience planning specifically for student learning through practical work on practicum, Pre-service teachers (PSTs) would benefit from targeted support when learning how to plan for practical work. In particular, when conceptualising what they expect students to do and learn in DO and DI respectively. The aim of this research was to make explicit key elements for practical work in DO and DI to support PST learning. A six-year intervention study took place during a biology method unit at a large university in Melbourne. PST assignments (n=272) were analysed using thematic analysis and tested using Rasch. The Practical Work Effectiveness Matrix was created and offers a pedagogical framework which makes explicit the complex and nuanced elements of planning for DO and DI to support the development of PSTs knowledge and capacity to plan for practical work.