Resumen de Flipped classroom and gamification in the teaching of the physics laboratory
José Carlos Jiménez Sáez, P. Palacios, S. Muñoz
This paper exposes how to improve the teaching of an experimental Physics laboratory. The usual methodology of a laboratory revolves around the acquisition of a series of specific competencies. The student usually arrives at the laboratory unaware of both instruments and how to proceed. This forces the teacher to dedicate part of the practice time to correct this defect. The flipped classroom is an ideal methodology that fits perfectly into laboratory teaching. Through the educational video, the student can learn at home to handle the instruments that must be used in the laboratory. In addition, he will receive training on the work to be done during a laboratory practice. To ensure that the student views the videos, he must answer a first questionnaire on an online learning platform such as Moodle as part of his laboratory assessment. This methodology will allow the student to have more time during practice to consolidate other transversal competencies. To strengthen the laboratory knowledge, it is essential that the student performs simulations similar to parts of the practice at home, once the experiment has been completed. Simulations are an essential technique in any subject to reinforce teaching because the student sees them as a playful element and not as homework. Gamification is a teaching methodology that uses this type of training strategies. Next, a second questionnaire that is filled out based on the results of a certain simulation will allow the teacher to measure the degree of learning of the student and will encourage the use of these simulations. In short, the use of these two methodologies increases student motivation and improves their training.
