UYSEG: Designing a university practical curriculum

Practical work is of central importance to science degrees, but there is ongoing dissatisfaction with the nature and scope of practical work. In chemistry, practical work is known to emphasise procedural tasks, with evidence that students do not engage intellectually during learning time. Our work has focussed on reconsidering a practical curriculum (in chemistry) that considers the development of practical competencies, ability to plan, and consider nature of science aspects in a structured manner. Our approach is underpinned by (i) having a core purpose of learning how to “do” science, (ii) considering what can be learned from the general literature on cognitive load, (iii) considering the role of formative assessment, and (iv) consideration about the affective domain. This presentation will outline or framework with particular focus on developing and assessing practical competencies and bridging the divide between procedural and investigative approaches