Abstract:

Based on the feasibility demonstrated and the good results obtained with a hybrid teaching methodology developed for the laboratory sessions of a Meteorology-Climatology subject in a previous work, the present study aims to deepen this process of transformation of the traditional teaching given in a scientific-technical laboratory environment to a hybrid teaching based on the flipped classroom methodology. Thus, the objective is to apply the technique to a set of other physics-based subjects taught in the areas of Basic Sciences and Engineering, Health Sciences and Environmental Sciences. The method introduces concepts and procedures at home, using audiovisual material generated by the teaching staff for this purpose, reserving face-to-face sessions to put them into practice.

For this application, the following actions have been mainly carried out:
(i) Readjustment of the time dedication to the greater availability of time generated by the use of the flipped-class teaching method;
(ii) Generation of presentations and spreadsheets associated with the laboratory practices involved;
(iii) Recording of explanatory videos of concepts and experimental processes associated with the practices based on the presentations and spreadsheets generated, as well as post-editing and distribution to students through the Virtual-Teaching server and Virtual Classroom of the university;
(iv) Preparation of explanatory sheets on the use of the material generated for each practice that can be used both by the teaching staff involved and by students; and
(v) Generation of surveys to assess the degree of student satisfaction and learning outcomes in relation to the new hybrid methodology.

This paper shows the results obtained in these respects.

Keywords:

Laboratory sessions, learning innovations, flipped-classroom, science degrees, physics.