Classroom Teaching vs Blended Teaching

  • L. Villamonte Departamento de Física, Universidad de Camagüey
  • J. Torres Departamento de Física, Universidad de Camagüey

Abstract

Learning General Physics I in technical sciences of university courses in the semipresential category is a pedagogical problem which needs attention and prompt didactic solution and well – based pedagogically proposals due to the fact that these courses are designed with a great deal of contents to be taught in a rather short period time. The course are mainly influenced by presential category along with a traditional design which has a tendency to separate physical phenomena in an analytically and simplifying way. However, these physical phenomena are to be studied since they provide students with formal learning of this discipline which, at the same time, brings about unnoticed difficulties to learn the basis of this science obviously necessaries for the future engineer is fulfilment. This paper shows a completely new didactic experiment based on revolutionary changes in the design of General Physics I which aims at the learning of general laws and principles that control real physical processes. This helps achieve a more rational organization of this course and makes a more firmly and better acquisition of knowledge about the basis of this discipline possible. All this is done fronts logical design of the contents which characterizes necessary magnitudes to describe mechanical movement from a logical point of vie co that responds to a construction of an initial conceptual map.

Published
Dec 5, 2011
How to Cite
VILLAMONTE, L.; TORRES, J.. Classroom Teaching vs Blended Teaching. Revista Cubana de Física, [S.l.], v. 28, n. 1E, p. 1E139-1E143, dec. 2011. ISSN 2224-7939. Available at: <https://revistacubanadefisica.org/index.php/rcf/article/view/RCF_28-E1_1E139_2011>. Date accessed: 28 may 2024.