Los experimentos que plantean problemas en las aulas de química: dilemas y soluciones

Abstract

The importance of classroom experiments in school science curricula is accepted generally. Nevertheless, a broad variety of difficulties in laboratory teaching as well as difficulties in learning from practical experiences is reported. In this contribution, laboratory work in secondary school science is considered from a «constructivist» perspective. From this perspective, a particular kind of school science experiment, so-called problem-posing experiment, is described. Chemistry teachers’ experiences of these experiments are reported. A number of dilemmas (and resolu­tions) in using problem-posing experiments is discussed.