Active learning in physics: How digital resources overcome technological and energy barriers
Keywords:
active learning, physics teaching, motivation, academic performanceAbstract
Introduction: This study examines the impact of incorporating online courses and visual resources in physics teaching for engineering students at the Universidad de Oriente, Cuba. Materials and methods: The methodology used combines active and competency-based learning, using resources such as interactive simulations and educational videos. Results: The results show a significant improvement in academic performance, with an increase in the grade point average from 3.04 to 3.81, and in students' motivation towards physics. Furthermore, correlation analyses indicate that access to technology at home influences academic performance, highlighting the need to develop inclusive strategies to reduce disparities. Discussion: On the other hand, young teachers reported an increase in their motivation and engagement when employing active methodologies, which also contributed to improving the learning environment. However, the lack of technological resources and the instability of the electricity supply pose significant challenges. Conclusions: This study concludes that the integration of digital resources and teacher training in their use can transform physics teaching in contexts with limitations, improving students' learning and critical competencies.
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