Fundamentación y diseño de las prácticas escolares de ciencias experimentales

Abstract

The purpose of this article is to show that the design of school experiments should undergo a complete change so that scientific experimentation should still be a priority in science teaching. We propose a design for a new type of experiment, «initiation practice», based on the concept of «didactic transposition» and on a cognitive model of school science. Through this new type of practice an attempt is made to assist the pupils in the relation between phenomena and scientific theories.