Aprendre a investigar i investigar per comprendre Authors Isabel Jiménez Bargalló Jordi Martí Feixas Abstract Different studies and current reports emphasize the introduction of inquiry-based teaching strategies whose aim is the review of students explanatory models. What does it mean to design and conduct inquiry in the classroom? In what way does it alter our practice? Based on actual research, this article gives answers to these questions and reflects on main aspects to be considered when developing such pedagogical strategies. Downloads Text complet (Català) Published 2013-11-05 Issue No. 14 (2013) Section Estratègies didàctiques License The intellectual property of articles belongs to the respective authors.On submitting articles for publication to the journal Educació Química, authors accept the following terms:Authors assign to Societat Catalana de Química (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Educació Química.Authors answer to Societat Catalana de Química for the authorship and originality of submitted articles.Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.Societat Catalana de Química declines all liability for the possible infringement of intellectual property rights by authors.The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at https://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.Educació Química is not responsible for the ideas and opinions expressed by the authors of the published articles.