El trabajo práctico en la enseñanza de las ciencias:: Una revisión preliminar

Abstract

This article aims to contribute to a better understanding of practical work in Science Teaching through a preliminary review of articles and specialized books published between the period 1991-2018. The documentary review was guided through the following questions that served as search and selection criteria: What is practical work called? Conceptual approaches; What are the objectives of the practical work; What does practical work contribute to science teaching? How does practical work contribute to learning processes? In short, the current historical moment demands leaving aside the empirical-inductivist conception that characterizes the "kitchen recipe" type of practical work. This promotes the manipulation of equipment, the measurement, and calculation based on the rigorous and mechanical follow-up of steps, allowing reaching a pre-established result with which the theory is validated. This requires not only an epistemological and methodological rethinking of the practical work that is implemented in science classrooms but also the abandonment of the traditional teaching style of the science laboratory.