ABSTRACT
Since the end of the last century, the fundamental place of the experiment in science education has been generally unchallenged, at least in its role as a basic method of teaching content. But although this conviction is part of every book, and every course, on science teaching, teaching practices are often different. Faced with organizational problems and time pressures, with lack of materials, and the problems of handling equipment, teachers use talk-and-chalk more often than the approaches advocated by theorists of science teaching.
