期刊名称：Revista Electrónica de Enseñanza de las Ciencias
印刷版ISSN：1579-1513
电子版ISSN：1579-1513
出版年度：2015
卷号：14
期号：2
页码：157-174
出版社：Universidade de Vigo
摘要：The study addresses the issue of the type and the level ofcomplexity of practical work present in teachers’ practices, at the level ofhigh school science education. The level of complexity was appreciated bythe level of conceptual demand of practical work, as given by thecomplexity of scientific knowledge, the complexity of cognitive skills and thedegree of relation between theory and practice. The study also analyses thescientific inaccuracies that teachers may make when implementing practicalwork. The concept of osmosis was selected as an exemplary study to showhow this framework may work when studying conceptual demand ofpractical work of teachers’ practices. Two teachers of two distinct schoolswere selected. The results showed that the two teachers’ practices have ingeneral a low level of conceptual demand which is mostly a consequence ofthe low level of complexity of scientific knowledge and skills required andalso of teachers’ scientific inaccuracies. The type of practical work selectedby teachers (laboratory activities generally illustrative) also contributed tolower the level of conceptual demand. In methodological terms, theconceptualization and procedures followed in the study constitute aninnovative approach that gives greater rigor to the analysis.
