This study investigated papers published in the section "Experimentation in the Chemistry Education", of the New Chemistry at School Journal, from 2000 to 2008. The aim was to examine if and how contextualization has been used in the experiments included in that journal section. The theoretic background was grounded on the concept studies of experimentation and contextualization. Methodology included selection and analysis of experiments, finding out: which contextualization concept was used; check the coherence between contextualization and chemistry concepts involved; identify which subjects were more frequently selected, as well as, analyse if along the period studied there was any change on the frequence and conception of experiments proposed. Results indicated that the most common contextualization concept was "the use of daily facts exemplification".
Contextualization; experimentation; chemistry teaching