Abstract:

Technology is evolving constantly, expanding its fields of application to many areas such as education. When it is intended to introduce technology in education, it is necessary to search for the correct strategy, since there is a close relation between the chosen technique, the students’ engagement and the results in evaluations.

This study summarizes the results of the implementation of a video-based strategy for the physics course taken by 25 secondary school students at Monterrey Institute of Technology Campus Morelia. The selected topic was mechanical power.

The methodology was validated addressing the topic and solving some exercises in a traditional way; in the next session, the teacher made a first evaluation. Later, a video about the topic was made and provided to the students for review. The activity was concluded with another evaluation where the grades increased in 16% and the rate of failed students was diminished in 25%.

The device used for the video's creation has been named Learning Lightboard, which is based on the learning glass of San Diego State University (USA) and the lightboard of The University of Northwestern (USA). Learning Lightboard allows the recording of sessions to professors who teach courses based on the flipped classroom technique; furthermore, the teacher has the possibility to support the topics with visual and media content that allows to emphasize some aspects and concepts in a very specific way.

From the previous paragraphs, it can be concluded that the applied methodology with the aid of videos is very helpful for a better comprehension of the concepts through explanations supported by real-life examples in a physics course of secondary school. At the same time, it is important to highlight that the generated material can also be used as a study material, since the students have unlimited access to the generated videos.

Keywords:

Video-based learning, Flipped classroom, Science teaching.