摘要：Este artículo presenta una sistematización conceptual tomando aportes teóricos, definiciones y clasificaciones realizadas en el campo de la didáctica.
其他摘要：This article presents a conceptual systematization based on theoretical contributions, definitions, and classifications made in the field of natural science teaching about practical activities in the lab. The goal is to explain the current debate in scientific literature on the usefulness of these activities and their influence in student motivation, since some authors believe they promote interest but not motivation. We present a series of definitions and characteristics that allow us to identify what we define as practical activities in the laboratory and their difference with the idea of practical work in the laboratory. We also list different classifications according to objectives, established from various theoretical proposals. The theory of inquiry in the classroom is introduced as a proposal to address laboratory activities, and particularly, the problem-solving inquiry method (psim). Lastly, it is proposed that lpas promote cognitive processes that facilitate comprehension, problematization and reflection on the studied phenomenon.
