Learning associated with laboratory activities in chemistry
A study with teachers and students from the Pedagogical University focusing on perceptions and representations of practices
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This research was motivated by the need to promote learning assessment practices associated with Laboratory Activities (LAs) in chemistry teaching, which are process-oriented and not just result-oriented. Thus, the main aim of the research was to understand the perceptions of teachers and students about the conditions necessary for the learning assessment practices associated with the LAs in the LEQ course to promote relevant learning for future chemistry teachers.
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