Abstract:

The design of active teaching methods is one of the structural factors in a teaching innovation. This paper is devoted to an educational innovation where simulation of a scientific activity serves as support to written assessment of Physics learning. This strategic takes into account the previous works developed by the author himself in which a scientific seminar was used for simulating teaching processes. In all cases the meaningful learning principles were considered. The strategy is implemented in the Applied Physics subject (degree of Pharmacy) with an implementation and monitoring protocol. The tasks are developed in theoretical and practical lectures, independent work, mentoring and supported with the use of scientific technology information. In this context, the lecturer-students and student-student interactions arise. However, analysis and synthesis processes should be subordinated to objectives and competencies of importance. So different steps such as the selection of the physical model, problem statement, solution and its analysis are checked. Finally, through oral presentations, a scientific activity can be simulated as a congress to which the author applied the methodology reported by us in previous works. Here, students tested a variety of arguments and cases that are objectives for a written exam. The educational activity gets the progressivity of meaningful learning with substantive changes, not literals, non-linear and ruptures. On the other hand, the method preserves the principles of meaningful learning. So, this design gives evidence that teaching innovation is based on scientific and methodological basis. Also, most of the students passed the written exam and positive emotional states were established among them.

Keywords:

simulations, learning models, cognitive learning, cognitive resources, metacognition, learning strategy.