Laboratory activities and physics learning at high school: an exploratory study in portuguese settings

Authors

  • Margarida Saraiva-Neves Escola Secundária de Fonseca Benevides, Lisboa, Portugal
  • Concesa Caballero Departamento de Didácticas Específicas, Faculdade de Humanidades e Educação, Universidade de Burgos
  • Marco Antonio Moreira Instituto de Física, Universidade Federal de Rio Grande do Sul, Porto Alegre, Brasil

Keywords:

Experimental work, high school, physics, learning

Abstract

In this paper we present findings of an exploratory study, included in a wider investigation which intends to promote meaningful learning of physics concepts, based on experimental work and supported by metacognition tools. The aim of this research was to recognize promoting learning situations in Physics lab. Interviews and questionnaires were applied to teachers and students from four Lisbon high schools. Results show that lab work in physics has a low frequency and, generally, has a demonstration format. Both teachers and students recognize potentialities of lab work to promote learning. Learning is poor when students just observe and/or accomplish commands. Both teachers and students consider the relation theory/experimentation and students doing themselves as fundamental to achieve better learning. In addition to pointing out several problems concerning lab work, teachers envisage it in a very traditional way. So, innovative strategies and methodologies, such as computer use and open-ended problems, pointed by research in science investigation as promoting learning, are left aside.

Published

2016-11-06

How to Cite

Saraiva-Neves, M., Caballero, C., & Moreira, M. A. (2016). Laboratory activities and physics learning at high school: an exploratory study in portuguese settings. Investigations in Science Education, 11(3), 383–401. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/490

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