REAL LABORATORIES VERSUS VIRTUAL LABORATORIES, IN PHYSICS TEACHING

The pedagogical practices developed in educational institutions face the learning noncontextual problem. On this respect, atmospheres to approach contextual settings were established; that is, atmospheres created to consciously use and apply knowledge. These so-called 'laboratories' cannot always be adopted by educational institutions, because of high prices or danger to which apprentices might be exposed when handling harmful materials. Therefore, the use of virtual laboratories is considered to be as a possibility to solve noncontextual problems and to avoid high expenses and human risks. This is why analyzing the pedagogical potential of these environments is essential, without discrediting those generated by traditional laboratories, as well as making a comparison with the possibilities presented by virtual laboratories.