UK Science Teachers Increasingly Rely on Video Demonstrations Due to Lack of Resources

Science teachers in UK schools are increasingly turning to video demonstrations instead of hands-on practical work due to a lack of funding, resources, and training, according to a recent report by the Gatsby Foundation. The report found that in 2024, only 26% of GCSE students engaged in hands-on practical work at least once a fortnight, a significant decline from 44% in 2016 and 37% in 2019.

Meanwhile, the use of video demonstrations has risen from 39% in 2016 to 46% in 2024, while teacher-led demonstrations have decreased from 47% in 2016 to 32% in 2024. The report cautions that the most common form of exposure to practical science for students in years 7 to 11 is now through video, with 49% reporting watching a video of a practical at least once a fortnight, compared to 44% watching a teacher demonstration and 38% doing hands-on practical work.

The COVID-19 pandemic may have accelerated this trend, and experts suggest that the shift towards digital teaching practices could become more embedded. The decline in hands-on learning could negatively impact students' engagement and understanding of scientific methods, which are critical for their future careers and the UK's prosperity in STEM fields.

Why this matters: The decline in hands-on practical work in UK science classrooms raises concerns about the quality of science education and its potential impact on students' future careers in STEM fields. Addressing the lack of funding, resources, and training for science teachers is crucial to ensure that students receive a well-rounded and engaging science education.

The Gatsby Foundation's report serves as a call to action for policymakers and educational institutions to prioritize investment in science education resources and teacher training. "We need to ensure that all students have access to high-quality practical science experiences," said a spokesperson for the foundation. "This is essential for inspiring the next generation of scientists and innovators."

Key Takeaways

• Science teachers in UK schools increasingly use video demos over hands-on work due to lack of funding, resources, and training.
• Only 26% of GCSE students engaged in hands-on practical work at least once a fortnight in 2024, down from 44% in 2016.
• Use of video demos rose from 39% in 2016 to 46% in 2024, while teacher-led demos decreased from 47% to 32%.
• The COVID-19 pandemic may have accelerated the shift towards digital teaching, impacting students' engagement and understanding of scientific methods.
• Addressing the lack of funding, resources, and training for science teachers is crucial to ensure quality science education.