Abstract:

Physics is a subject that is present in many degrees, practically in all degrees of the branches of knowledge of Engineering and Architecture, Sciences and Health Sciences.

For a correct development and effective learning of the subject of Physics, the student is required to have already acquired certain competencies in physics as well as skills in the handling of mathematics.

However, a common problem that physics teachers usually encounter is that the level of competencies in physics and mathematics that students have when they begin to study the subject is very heterogeneous and in some cases very low. It is due, on the one hand, to the fact that physics subjects are usually taught in the first year of degrees, where students have not yet studied common subjects. On the other hand, the previous studies that students have taken can be very varied: different modalities of high school or vocational training cycles. This occurs in degrees such as Degree in Technical Architecture where a high percentage of the students come from different vocational training cycles and even some of the students have not studied for long periods dedicated to work, mainly in construction.

It is important to evaluate and know the level of competencies with which the students begin to study the subject. This will make it possible to articulate a teaching that initially levels and unifies knowledge, reinforcing the competencies that are most lacking, thus favoring the effective learning of the students.

With this purpose, an initial activity has been developed in the subject of Applied Physics I of the degree in Technical Architecture of the University of A Coruña, which is presented in this work.

The initial activity was carried out before starting the teaching-learning process of the subject. The methodology of this activity was as follows: initially the students answered a test and solved some problems in order to know the competences that the students have, as well as their interests and motivations for the achievement of their academic objectives. The information obtained from this activity was used for another subsequent activity where the competences needed for the study of the subject that were more deficient were reviewed and reinforced.

The results of the test showed that about half of the students had not studied mathematics or physics in the previous year, mainly those from vocational training cycles and high school homologation. In addition, a large part of the students showed not know or not remember how to solve problems of trigonometry (81%), as well as integrals (62%) and derivatives (41%). The students coming from high school and other university degrees showed less deficiencies,.

In conclusion, this initial activity allowed the articulation of a teaching that favored the effective and meaningful learning of the students based on their previous knowledge.

Keywords:

Initial activities, education practice issues, effective learning.