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This paper answers the question of whether technological resources have any influence on students' understanding or not when the conditions in which they are applied have no experimental control, but are simply used according to the vision and technological capacity of each teacher. Data and analysis indicate that the introduction in the school context of science laboratories with a great variety of technological resources that favor a multi-representational environment has a positive influence on the understanding and possibility of representation that students achieve in Biology and Physics, in diverse situations of didactic approach proposed by the teachers.

revista iberoamericana de educación superior

Efectos de los laboratorios de ciencias con TIC en la comprensión y representación de los conocimientos científicos en estudiantes del bachillerato en un contexto escolar cotidiano