In the last fifty years, there have been the worry in defining the objectives for the didactic laboratory, revising curricula and looking for more specific and guided actions in agreement with the growing progress of knowledge in the alternative conceptions of several topics of the Physics on the part of the students, taking into account their difficulties in the teaching-learning process. We can identify two philosophical lines that guide the teaching learning process with relationship to the objectives of the didactic laboratory. One line defends that it is necessary to practice in laboratory the concepts exposed in theoretical classes in order to settle them. The other line defends that the objective of the practice in laboratory should be the acquisition and analysis of data, accounting for the learned theory. Nowadays, it is notable the growing number of professionals that understand the needs of planning, defining and organizing each of the aims. Besides, it is necessary to keep activities that propitiate different and unlike insights, considering that these are professionals that do not share this philosophical concept. In this perspective, a questionnaire was applied to thirty students attending the Physics Course at UNESP-Bauru, which have studied the five basic practices disciplines of the course. The students punctuated according to its vision of the real objectives facing the ideal objectives of the didactic laboratory. The results showed that the didactic laboratory has been paying its role in a suitable way.
didactic laboratory; teaching-learning; Physics course
