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En este articulo se presenta una propuesta de renovacion de los Trabajos Practicos (TP) que tradicionalmente se desarrollan en los cursos de Quimica de la ensenanza media en Panama. Para tales fines, junto con explorar la actitud y la motivacion de los estudiantes hacia el trabajo experimental, se realiza una investigacion etnografica, que se aplican dentro de un diseno de TP centrados en la actividad de estudiantes de 12o de colegios oficiales del pais, durante el ano escolar 2010. Se priorizan no solo aspectos conceptuales, sino que se busca el balance adecuado de estos con los contenidos procedimentales y actitudinales. Tambien, se ofrece a los profesores la oportunidad de valorar la experimentacion en microescala, en terminos del tiempo de ejecucion y las etapas del ciclo de aprendizaje que cubren durante cada sesion. Se utiliza la investigacion-accion como metodo de investigacion, apoyada en la recoleccion de informacion mediante grabaciones de audio y video, fotografias, notas de campo, entrevistas y encuestas. Una vez triangulada la informacion, se concluye que la microescala y el enfoque didactico resultan apropiados para el trabajo experimental, pues se evidencian las bondades de la tecnica, su ajuste eficiente al tiempo establecido para cada periodo de laboratorio y, se crean espacios de aprendizaje que se aproximan al ambiente que rodea el quehacer cientifico. Finalmente, la investigacion conduce a la reflexion docente, al mirar su propia practica como una alternativa valida para desarrollar un modelo de perfeccionamiento profesional. This article presents a proposal for the renewal of practical works that have traditionally been applied in chemistry courses in Panamanian high schools. These practices serve such purposes as, exploring the attitudes and motivation of students for experimental work, as well as, developing ethnographic research, which are applied in a design of practical works focused on the activity of 12th grade students from state schools of the country, during the year 2010. Priority is given not only to conceptual issues, but also in obtaining a balance of these aspects with the procedural and attitudinal contents. It also offers a scenario for teachers to experience and evaluate microscale techniques in terms of execution time, and the stages of learning that must be covered during each session. Action research methodologies were used based on the collection of information through audio/video recordings, photographs, field notes, interviews and surveys. Once triangulated, the information concluded that the microscale and the teaching approach are suitable for experimental work. The reasons for this statement are based on methodical benefits obtained by this technique and its efficient adjustment in the time established for each practical work. Also, the environment created in this type of activity and its resemblance of realistic actual scientific work. Finally, participation in this research led the teachers to reflect on their own practices as a valid alternative to develop a general model for professional growth.

Trabajos prácticos en microescala como estrategia didáctica en cursos de química de educación media