La planificación de las actividades de los estudiantes en los trabajos prácticos de física : análisis de prácticas de profesores

Abstract

Practical work is usually considered as the way to do science and to learn about experimental inquiry. The work we report in this paper focuses on the way physics teachers are designing practical work at secondary level. Analises of interviews to teachers and observations of labwork sessions show that teachers never invoke scientific processes, but give chief importance to planning considera­tions. We designed a specific grid for a more detailed analysis. Results show a great coherence between planning and the reasons given by teachers. We propose, as a synthesis, a model for the performance of the «designer-teacher».