Abstract
Learning in the laboratory is characterised by the centrality of students, who are seen as protagonists of processes of exploration, thinking and acting. Laboratory activities are structured on the basis of real problems, using open-ended tasks through which learners have the opportunity to choose, be autonomous and express their creativity. Such a learning setting is able to take into account students’ heterogeneity and respond to different expectations, objectives and needs.This chapter focuses on the benefits of teaching in the laboratory on students’ learning and self-regulation and underlines the connection between its principles and aims and those of inclusive pedagogy.