| Summary: | The present work addresses the theoretical-methodological conceptions from professors who adopt the physics didactic laboratory in their teaching practice in undergraduation courses at Passo Fundo University. It focuses on their theoretical basis and methodology, relating it to the teaching-learning process. We considered the focus adopted by professors, the equipments that were used, and professors' objectives when developing experimental activities in physics teaching. This study was based on the perspective of cognitive processes of learning, the didactic transposition process, the identification of the laboratory adopted within different types of laboratories, and the different approaches to experimental physics teaching in Brazil. The data sources were semi-structured interviews. The results indicate that the professors who participated in the study consider experimental classes more relevant in their teaching, and that those activities make possible understanding concepts and physical phenomena.
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