The pedagogical innovation here presented has the following objectives: 1- To observe the disposition of students to participate in the group task through the distribution of tasks, the discussion of ideas, the organization and the commitment for the work to carry out. 2- To observe in students the use of critical thinking in the analysis of data, in its interpretation and in the elaboration of conclusions and a laboratory report. The registered students in 2009 in the General and Biological Physics were distributed to groups of 6 members. Each group conducted the laboratory experience and a written report of every practical work (PW). Two categories, one for laboratory tasks and one for the laboratory notebook were used to evaluate the activities carried out by students. The obtained notes by group and PW under both headings depended on the group. The groups performances was better in the laboratory activities than in the notebook. The workgroup encouraged students to achieve a signifi cant learning. However, not having read the theoretical concepts limited the groups to take the initiative to begin the experience and it took them to read the guide simultaneously to fulfi l the PW. This lack of knowledge was also refl ected at the time of emitting the conclusions in the laboratory report
