Content area
This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education.
Details
Critical Thinking;
Competence;
Educational Research;
Learning Problems;
Influence of Technology;
Active Learning;
Academic Achievement;
Medical Education;
Instructional Materials;
Interpersonal Competence;
Family Income;
Access to Education;
Labor Market;
Competency Based Education;
Engineering Education;
Database Management Systems;
Cognitive Structures;
Lifelong Learning;
Information Management;
College Science;
Physics;
Higher Education;
Mechanics (Physics);
Educational Strategies
Teaching;
Kinematics;
Higher education;
Students;
Training;
Teamwork;
Secondary education;
Colleges & universities;
Keywords;
Professions;
Active learning;
Physics;
Science education;
Professional education;
Access to education;
Methods;
Professionals;
Critical thinking;
Problem based learning;
Information management
; Greca, Ileana M 2
; Arriassecq Irene 3
1 Departamento de Ciencias, Universidad Técnica Federico Santa María, Viña del Mar 2340000, Chile, Doctorado en Didácticas Específicas, Universidad de Burgos, 09001 Burgos, Spain
2 Faculty of Education, Universidad de Burgos, 09001 Burgos, Spain; [email protected]
3 ECienTec, Facultad de Ciencias Exactas, Universidad Nacional del Centro de la Provincia de Buenos Aires, Tandil 7000, Provincia de Buenos Aires, Argentina; [email protected], CONICET, Ciudad Autónoma de Buenos Aires 1425, Argentina