The effect of teachers interventions on experimental activities in a didactic laboratory of

Abstract

The effect of the teachers interventions was analyzed in the context of a class where a group of undergraduated course students was carrying out an experimental activity in a didactic laboratory of Physics. The focus was on some of the teachers interventions during this activity, in order to try to understand them in a scope that we are calling teachers interventions . These theoretical constructions were worked out assuming the idea that in a process in which teaching and learning are articulated, it is possible to admit the realization of a learning experience from the point of view of who is teaching and of who is learning as well. Our analysis of the situation studied is supported by Winnicott`s propositions about the nonconscious process that characterizes the progressive separation that takes place in a child development concerning his mother. Our results suggest that it is not any kind of intervention that makes possible to start the articulation between teaching and learning, allowing the students to go through new experiences and to help them to review their beliefs about a given knowledge. They also suggest that a learning experience only shows up when the individual invests his/her subjectivity in the difficulties experimented along the educational process.