With the accountants and centralists now firmly in charge of education would members like to comment on the trend to reduce or even remove all practicals from the curriculum at all levels from primary to university.

How is this impacted by the current expanding crop of 'demonstartion videos on Ytube and the like ?

Experiments are the best part of science. And I really don't like that they don't allow experiments for eight graders as I really want to do some chemistry experiments and all but they just won't allow. I don't like this rule.

34 minutes ago, studiot said:

With the accountants and centralists now firmly in charge of education would members like to comment on the trend to reduce or even remove all practicals from the curriculum at all levels from primary to university.

How is this impacted by the current expanding crop of 'demonstartion videos on Ytube and the like ?

I was not aware of such a trend and would find it rather alarming. Where can I read about it?

Just now, exchemist said:

I was not aware of such a trend and would find it rather alarming. Where can I read about it?

I would have thougth any parent or grandparent would have first hand experience.

Facilities for games, school dinners, practical subjects like woodwork, science are regularly being sold off by schools around the UK and have been for some decades.

Some universities now use circuit simulation only instead of hands on electronics, mechanics etc.

Or else, like Exeter they have simply closed the Chemistry department.

3 minutes ago, studiot said:

I would have thougth any parent or grandparent would have first hand experience.

Facilities for games, school dinners, practical subjects like woodwork, science are regularly being sold off by schools around the UK and have been for some decades.

Some universities now use circuit simulation only instead of hands on electronics, mechanics etc.

Or else, like Exeter they have simply closed the Chemistry department.

My son read Ancient History, I’m afraid.

On 6/28/2025 at 10:56 AM, studiot said:

I would have thougth any parent or grandparent would have first hand experience.

Facilities for games, school dinners, practical subjects like woodwork, science are regularly being sold off by schools around the UK and have been for some decades.

Some universities now use circuit simulation only instead of hands on electronics, mechanics etc.

Or else, like Exeter they have simply closed the Chemistry department.

On the college level It is a trend that I have seen in the UK, US and Canadian systems. In each case the reasons are that a) they cost more many than they bring back and b) especially younger students dislike them as it is harder to get perfect grades without putting much effort in. In Germany and from what I have heard in France and China labs are still very much present and a requirement. One of the reasons is that the students do not really pay meaningful tuition and the university is not pressured cater to the bulk of the students who want an easy time and learn little.

With regard to video tuition, for the most part I found it useless. Learning via video is more difficult at the best of times and most are paying even less attention.

I also found that me just hovering around is a strong motivator. They hate it, but they accidentally learn stuff just just to make me bugger off.

Edit: videos and similar tools can be beneficial if there is a some base competence and/or interest and folks use it, together with other materials, to deepen their understanding. But as a replacement it is utterly ineffective, IMO.

Being in the rural US, we don't call them 'practicals,' but I understand the reference and am quite opposed to the idea of eliminating them. I now only substitute teach in my local schools, but still see the pros and cons play out. Our local high school continues to do hands-on education with experiments in chemistry and physics. Auto shops, building and even engineering design. The idea of simulations for circuits can be used if done right. One of the teachers I frequently assist has a manufacturing technology course that uses computer simulations of hydraulic circuits--BUT he has miniaturized hardware that the students can run from their simulated circuits. If the students don't set of the simulation correctly the actual hardware doesn't function. This gives them the challenge they need. Similarly, he has an engineering design course where the students develop components using CAD programs-- but they have to successfully print their inventions on a 3D-printer. My point is that simulation is fine if it ties to a result that the students are challenged to get right. I don't think I would do that with Chemistry. Our Chemistry and Physics classes still do hands-on experimenting.

Unfortunately we are a tiny town with only one High School, so the great work done by a few teachers isn't going to have any national impact. The only reason we can do what we do is that their are several local mining companies that employ a large part of the population, and they pour a lot of money into the local school district.

Edited July 8Jul 8 by OldChemE
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