Laboratory work in physics and chemistry through a problematized approach
Most experimental laboratory activities in science teaching are considered as verification activities of some topics discussed in the classroom, following a recipe-type strategy, in which the student must follow simple algorithms or steps to reach a predetermined conclusion, a situation that hinders...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45312 |
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| Sumario: | Most experimental laboratory activities in science teaching are considered as verification activities of some topics discussed in the classroom, following a recipe-type strategy, in which the student must follow simple algorithms or steps to reach a predetermined conclusion, a situation that hinders the development of scientific thinking skills and conceptual understanding of scientific knowledge.
The purpose of this research is to evaluate laboratory work with a problematized approach, a teaching strategy that contributes to enhancing the development of scientific thinking skills and the understanding of physics and chemistry. To this end, laboratory guides were designed consistent with this didactic approach and data collection instruments for the study. The results obtained show an improvement in the development of scientific thinking skills and conceptual understanding of science knowledge in the research participants. |
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