Didactic Proposal to Promote Meaningful Learning in Physics in Technical-University Education Through Project-Based Learning and Problem-Based Learning Approaches

Proceedings of the 9th International Conference on Advanced Research in Education, Teaching and Learning

Year: 2024

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Didactic Proposal to Promote Meaningful Learning in Physics in Technical-University Education Through Project-Based Learning and Problem-Based Learning Approaches

Graciela María Muñoz Alvarez

ABSTRACT:

Physics teaching in technical-university education faces multiple challenges, including the disconnection between theory and practice and the lack of methodologies that integrate 21st-century skills. This study proposes a didactic intervention in physics based on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), aiming to promote meaningful learning among technical university students. Grounded in constructivist theories and authors such as Piaget, Vygotsky, and Ausubel, the research addresses the teaching of mechanics topics (kinematics and dynamics), seeking to overcome conceptual difficulties and foster collaborative and critical thinking skills. The implementation of these active methodologies contributed to improving students’ academic performance and motivation, demonstrating their effectiveness in teaching complex physics concepts. The results indicate that the PBL and PjBL approaches facilitate the development of transversal competencies and their relevance in the technical-professional context. Additionally, students showed high appreciation for these methodologies, suggesting their potential to enhance educational quality in this and other formative contexts.

keywords: applied physics; collaborative teaching; constructivist methods; educational innovation; transversal competencies