A holistic framework for developing purposeful practical work

This work applies a cultural historical activity theory (CHAT) framework to understand how the outcome of high school laboratory task may be positively influenced without making changes hands-on practical itself. Informed by cognitivism, novel instruction videos that were based on same video but had different audio content (“one two voice overs”) have been developed provide opportunities prepare for procedure and then reflect upon task's underlying concepts. We use CHAT as guide change pupils’ lab roles rules engagement made structure student interaction facilitate an equitable cooperative learning environment. demonstrate students benefit from these interventions achieve significantly higher attainment scores in GCSE chemistry examination practical-themed questions than those who prepared watching either or standard instructional during lesson. In, addition working scaffolded environment also perceived their confidence relation practical-related tasks at levels other groups. contributes approach teaching placing greater emphasis dialogic processes tool accomplish practical-based activity.