¿Tiene sentido seguir distinguiendo entre aprendizaje de conceptos, resolución de problemas de lápiz y papel y realización de prácticas de laboratorio?

Abstract

Our aim with this paper is to question the typical distinction between «theory», «lab» and «paper and pencil problem­solving» activities. We intend to show that research done on these domains does not support their separation in the teaching/learning process. In fact, this separation does not take place in any real scientific activity.