ABSTRACT

There is a crisis which is observed in Science teaching, particularly Chemistry, in all the
educational levels. Many experts recognize the importance of practical laboratory for teaching
but they claim that it does not contribute to achieving greater understanding and enthusiasm
for it. This position was analyzed by the authors of this work to optimize the teaching of the
discipline and promote a change of attitude in our students.
A significant percentage of students in General Chemistry course, come with no training
related to the natural sciences, therefore they have conceptual weaknesses and have little or no
experience in experimental work. Taking this into consideration, we have implemented the
“Guidance workshops for experimental practice” for all students of the subject. These
workshops were developed prior to the lab practice. Being non-compulsory, they were useful
to a great number of students.
In this paper, the workshops characteristics, their assessments and students perceptions are
analyzed and also it is argued how and why they were highly positive for the chair, but mainly
for the students.
KEY WORDS: practical laboratory, strategies, Chemistry, teaching and learning, students
perceptions.