Abstract:

The integration of smartphones into physics laboratory practices represents a meaningful opportunity to connect students’ everyday technology with experimental science, while adopting active learning and competence-based education. Modern smartphones incorporate multiple sensors (accelerometer, gyroscope, magnetometer, microphone, light sensor) that can be repurposed as accessible and low-cost measurement devices. This work presents a pedagogically grounded approach to implementing smart physics practices with smartphones in undergraduate laboratory settings, with a focus on enhancing student engagement, experimental autonomy, and the development of scientific competencies.

From a teaching perspective, the use of smartphones enables a shift from traditional, highly guided laboratory sessions toward more open and inquiry-based practices. Students are encouraged to design measurement strategies, critically assess data quality, and interpret results using tools that are familiar to them. This promotes deeper conceptual understanding and supports the development of transversal skills such as problem solving, data analysis, and scientific communication.

The proposed framework is aligned with competence-based education and integrates the use of analytical rubrics to assess not only the final results but also the experimental process. Particular emphasis is placed on the evaluation of students’ ability to formulate hypotheses, justify methodological choices, manage measurement uncertainty, and draw evidence-based conclusions. In this context, smartphones act not only as measurement devices but also as catalysts for pedagogical innovation.

The approach has been implemented in introductory physics courses, where students use their own devices to perform experiments related to kinematics, oscillations, acoustics, and electromagnetism. These practices are designed to be scalable, reproducible, and adaptable to different educational contexts, including large groups and limited laboratory resources. The use of personal devices also facilitates continuity between classroom and out-of-class learning environments.

The results indicate that smartphone-based practices can increase student motivation and participation, while maintaining sufficient experimental rigor when appropriate methodological guidance is provided. However, limitations related to sensor accuracy, calibration, and variability between devices must be explicitly addressed within the instructional design. Rather than being a drawback, these limitations offer an opportunity to introduce students to realistic aspects of experimental physics, such as uncertainty analysis and instrument validation.

In summary, the use of smartphones in physics laboratory practices provides a viable and pedagogically valuable alternative to traditional equipment, supporting a more active, competence-oriented, and student-centered learning environment.

Keywords:

Smartphones, physics laboratory, experimental autonomy, competence-based education.