Implementation of active learning methodologies in a basic physics class: a case study
The use of traditional classes in higher education is hegemonic. Usually classes are centered on the teacher, who mechanically transmits his knowledge to the students through exclusively expositive classes. Students often criticize an emplacement where this methodology is problematized, but there ar...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2019
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/26954 |
| Aporte de: |
| Sumario: | The use of traditional classes in higher education is hegemonic. Usually classes are centered on the teacher, who mechanically transmits his knowledge to the students through exclusively expositive classes. Students often criticize an emplacement where this methodology is problematized, but there are no changes. Being in a context of curricular changes in Physics courses at Universidade Federal do Rio Grande do Sul, the discipline of General Physics 1 went through the implementation of two models of active learning methodologies combined: Just-InTime Teaching and Ill-Structured Problem Solving, besides seeking a continuous evaluation through these methodologies developed in a specific didactic sequence. The application of these methodologies had as main objectives to make the students active in relation to their learning, to stimulate them to develop critical thinking in relation to the contents worked and to foment the creation of a rhythm of constant study. The use of active learning methodologies, despite reaching a small number of students, obtained a positive evaluation from them, in the final questionnaire applied, as well as satisfactory answers in the tasks of Just-in-Time Teaching and IllStructured Problem Solving. |
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