Technological advances require the development of scientific thinking in which students can access and transform their environment. This tends to teach an updated, contextualized and motivating science which awakens interest in students and that emphasizes in the development of scientific competences. Under this premise, the objective of this article is to present the results obtained when implementing a methodological strategy based on a guided inquiry, on the adjustment of physics laboratory practices. The strategy was carried out in three schools of Bogotá (Colombia) in a research consisting of 145 students from secondary education, monitoring the interactions of students employing the follow-up process in the interaction whit laboratory practices model, and analyzing the progress of their performances inherent to the competences suggested in the research. From a mixed methodology, analytical descriptive, were implemented ad hoc designed input and output tests, which establish the level of appropriation of competencies, before and after the implementation of the methodological strategy. The results obtained show the effectiveness of the strategy within the educational contexts considered. It is concluded that the strategy presents an innovative and relevant character, since it proposes guiding and didactic elements for the teaching of science, bringing students closer to the new technological and scientific developments of today.