PRACIEN | Practical Work in Natural Sciences Education

PRACIEN | Practical Work in Natural Sciences Education Characterisation of the Qualitative Data Collection Instrument PRACIEN is a qualitative data collection instrument designed to analyse lower secondary Natural Sciences teachers’ perceptions and practices regarding practical work in Portugal. Its development followed a rigorous methodological process that integrated a systematic literature review conducted in accordance with PRISMA guidelines, as well as an analysis of relevant curricular frameworks and legal documents pertaining to science education. The triangulation of these sources supported the construction of a semi-structured interview guide, which was subsequently validated by a panel of five experts from four Portuguese public universities. A pilot interview was also conducted to ensure the clarity, relevance, and applicability of the items. The PRACIEN instrument is organised into seven core dimensions, further divided into fourteen subdimensions, comprising a total of 44 items. This structure enables a comprehensive and in‑depth exploration of teachers’ conceptions and practices related to practical work in Natural Sciences, while ensuring methodological consistency and interpretative flexibility. The seven dimensions of the instrument are: 1. Conceptual – teachers’ conceptions of practical work; 2. Limitations – perceived constraints in its implementation; 3. Advantages – perceived benefits and potentialities; 4. Evaluative – approaches to assessing practical activities; 5. Operationalisation – planning and conducting practical work; 6. Textbook – the role and influence of textbooks in activity selection and implementation; 7. Curricular – curricular framing of practical work. The PRACIEN instrument demonstrates methodological robustness and high applicability for research in science education, offering a valuable resource for both researchers and teachers. Its use enables a systematic characterisation of the dynamics of practical work carried out with lower secondary students, contributing to a deeper understanding of teaching practices and to the professional development of science educators.