Las actividades de laboratorio en F\'isica: un cambio en la estructura a favor del conocimiento cient\'ifico

TL;DR

This paper critiques traditional structured laboratory guides in physics education, proposing a constructivist approach aligned with scientific work to enhance meaningful learning.

Contribution

It introduces a restructured laboratory activity model based on constructivist principles, contrasting with conventional guides.

Findings

Traditional guides are pedagogically inadequate for meaningful learning

A constructivist approach can effectively restructure laboratory activities

Enhanced understanding through aligned laboratory practices

Abstract

In this article we argue how the use of structured laboratory guides are pedagogically inadequate for meaningful learning. Subsequently, an approach to laboratory activities in accordance with scientific work and the constructivist vision of learning is described, exemplifying how this approach can be applied to restructure a usual laboratory practice.