A project for students' video production is proposed as an alternative strategy for the high school physics laboratory - whose contribution to learning has been frequently criticized since the middle of last century to these days. The project was implemented in 2008 in three high school classes in Rio de Janeiro and developed along 4 months. Fourteen videos were produced and they were analyzed within two reference frames: Nedelsky's for the labwork features and Driver's for the students' epistemological representations. The strategy proved to be fruitful since the objectives of labwork along the stages of development provoked both intellectual engagement and the motivation of the students. The next step will study the effect of this strategy on students' conceptual learning.
didactic laboratory; teaching strategy; video production; nature of science
