Learning to Learn in a University Classroom: The Implementation of an Instructional Design in a Physics Course

Abstract

Details and results of the implementation of an instructional design, accompanied by a flipped classroom, into a General Physics class, program for Engineering and some Sciences majors of the Universidad de Costa Rica, which is fed by learning theories such as connectivism and activity theory. The mediation conducted was aimed at developing in students the ability to integrate the construction of disciplinary concepts with the development of transversal competencies. The development of the contents and thematic units was hybridized with activities mediated through a virtual learning environment and face-to-face activities that promoted authentic and collaborative learning. Advantages were identified regarding the flipped classroom and the implementation of an instructional design as a pedagogical approach to learning science, the construction of disciplinary concepts, the development of study habits and transversal competences.