Abstract
In this chapter, we present a teaching–learning process of the Physics I module with first-year university students based on the flipped classroom. The experience was conducted within the unit of the kinematics of the rigid solid in the 2021–22 academic term. We compare the students’ performance with that obtained using traditional face-to-face master classes (2019–20), and with fully on-line flipped teaching during the COVID-19 pandemic (2020–21). The assessment using the flipped classroom in normal circumstances seems to be comparable with that of traditional teaching, but it seems to have been more limited within the unfavorable (fully on-line) pandemic context. Still, its ability to facilitate engaging attitudes toward learning and the positive students’ perception encourage us to continue including these active methodologies that will surely have a deeper impact in the near future.
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This work has been supported by the Universidad Politécnica de Madrid under Contract of Innovative Education No. IE1920.2002, IE22.2009, and APS22.2003.
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Ruiz-Galende, P., Montoya, M., Pablo-Lerchundi, I., Almendros, P., Revuelta, F. (2022). Teaching Physics to First-Year University Students with the Flipped Classroom. In: García-Peñalvo, F.J., Sein-Echaluce, M.L., Fidalgo-Blanco, Á. (eds) Trends on Active Learning Methods and Emerging Learning Technologies. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-7431-1_11
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