Chemistry – Written vs Practical

July 10, 2017

• Topical

Having been a Chemistry student at university, I have learnt a lot about this subject over the years in a variety of ways. As in most schools, I spent a large amount of my time using textbooks and exercise books to further my understanding. However, I always found the best part of any science lesson were the practicals. But which is the better technique to teach students?

From the early experiments such as dipping litmus paper in different solutions to the more challenging where I had to design and then complete an experiment, I found them incredibly useful. They helped with a number of ‘Eureka’ moments when everything I had been learning had finally dropped into place as I watched in awe the things I could do with standard equipment. I felt I learnt so much more from doing these than sitting down and reading textbooks.

That’s not to say the quieter, more tranquil lessons of the teacher at the whiteboard explaining the intricacies of the world we live in are not important. Indeed, these were needed for the understanding of things that cannot be done experimentally in a classroom. You try doing an experiment to show evolution or what an atom really looks like. There are things that cannot be done in a standard school lab and these need to be taught to get a broader understanding of the topic.

Furthermore, you also need it to ensure students understand what they are doing before they set out on a task. Doing an experiment which shows a solution changes colour when you add different chemicals is just a pretty display rather than proving to the students the chemistry they have been learning actually works. They need the background in the chemistry to truly understand what is going on. Doing an experiment where you don’t understand, or you can’t work out what is going on is a waste of lesson time. There needs to be some underlying theme which helps you to develop their scientific mind.

There are as always advantages and disadvantages to doing practical and written work. With practical work there is usually a few students who stray from the set experiment, but for those who are practical learners, those who need to physically do something to learn it, these lessons are invaluable. Seeing these things happen can inspire them to go on further with their study of science and enjoy this wonderful subject.

There are other advantages to doing practicals. In nearly every practical I did in school was in pairs or groups. Developing team work and leadership skills in a relaxed setting where most don’t realise they are developing these key skills can be invaluable later in life. For me this is why experimental lessons are so important to be part of learning. Even those when working by myself, doing things independently is part of education and gaining self-confidence.

This doesn’t mean every lesson should be like that. I have spent many hours learning from reading different resources to gain knowledge. There is a great depth and understanding needed in the sciences that simply cannot be gained from constant experimentation. Some things cannot be seen, some things are too complicated to do in a school. These parts are still important in the student’s education and would be a huge gap in their knowledge if ignored. Practical and written work should not be used independently, they should complement each other to get the best out of each other.

For me what works best, was to learn from the teacher or books first, learn what happens in a reaction, why something changes colour and then prove it. See if it really works. But most importantly through whichever way you are taught you need to ask ‘why?’ In both written and practical work, the question ‘why?’ is what drives science.

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