Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile

Autores
Muñoz, Graciela; Greca, Ileana M.; Arriassecq, Irene
Año de publicación
2025
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education.
Fil: Muñoz, Graciela. Universidad de Valparaíso. Facultad de Humanidades.; Chile
Fil: Greca, Ileana M.. Universidad de Burgos; España
Fil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas. Grupo Educación en Ciencias con Tecnologías; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil; Argentina
Materia
PROBLEM-BASED LEARNING
TECHNICAL–PROFESSIONAL HIGHER EDUCATION
PHYSICS TEACHING
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/277201
Acceder
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spelling Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in ChileMuñoz, GracielaGreca, Ileana M.Arriassecq, IrenePROBLEM-BASED LEARNINGTECHNICAL–PROFESSIONAL HIGHER EDUCATIONPHYSICS TEACHINGhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education.Fil: Muñoz, Graciela. Universidad de Valparaíso. Facultad de Humanidades.; ChileFil: Greca, Ileana M.. Universidad de Burgos; EspañaFil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas. Grupo Educación en Ciencias con Tecnologías; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil; ArgentinaMDPI2025-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/277201Muñoz, Graciela; Greca, Ileana M.; Arriassecq, Irene; Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile; MDPI; Education Sciences; 15; 8; 7-2025; 1-202227-7102CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2227-7102/15/8/941info:eu-repo/semantics/altIdentifier/doi/10.3390/educsci15080941info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-12-23T14:05:28Zoai:ri.conicet.gov.ar:11336/277201instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-12-23 14:05:28.658CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
title Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
spellingShingle Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
Muñoz, Graciela
PROBLEM-BASED LEARNING
TECHNICAL–PROFESSIONAL HIGHER EDUCATION
PHYSICS TEACHING
title_short Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
title_full Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
title_fullStr Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
title_full_unstemmed Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
title_sort Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile
dc.creator.none.fl_str_mv Muñoz, Graciela
Greca, Ileana M.
Arriassecq, Irene
author Muñoz, Graciela
author_facet Muñoz, Graciela
Greca, Ileana M.
Arriassecq, Irene
author_role author
author2 Greca, Ileana M.
Arriassecq, Irene
author2_role author
author
dc.subject.none.fl_str_mv PROBLEM-BASED LEARNING
TECHNICAL–PROFESSIONAL HIGHER EDUCATION
PHYSICS TEACHING
topic PROBLEM-BASED LEARNING
TECHNICAL–PROFESSIONAL HIGHER EDUCATION
PHYSICS TEACHING
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education.
Fil: Muñoz, Graciela. Universidad de Valparaíso. Facultad de Humanidades.; Chile
Fil: Greca, Ileana M.. Universidad de Burgos; España
Fil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas. Grupo Educación en Ciencias con Tecnologías; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil; Argentina
description This study examines the implementation of problem-based learning in the teaching of physics within the context of technical–professional higher education in Chile. The research aimed to evaluate meaningful learning, competency development, and student satisfaction. The study involved 122 first-year students enrolled in technical programmes related to the field of mechanics. The findings revealed significant improvements in both conceptual and propositional learning, as well as in the development of technical competencies such as problem-solving, information selection, and teamwork. Additionally, high levels of student satisfaction were observed, indicating that problem-based learning not only enhances learning but also fosters greater engagement and motivation among students. These results highlight the potential of problem-based learning to transform the teaching of physics in technical–professional higher education settings, aligning academic content with practical applications and providing students with relevant and high-quality education.
publishDate 2025
dc.date.none.fl_str_mv 2025-07
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/277201
Muñoz, Graciela; Greca, Ileana M.; Arriassecq, Irene; Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile; MDPI; Education Sciences; 15; 8; 7-2025; 1-20
2227-7102
CONICET Digital
CONICET
url http://hdl.handle.net/11336/277201
identifier_str_mv Muñoz, Graciela; Greca, Ileana M.; Arriassecq, Irene; Problem-Based Learning as a Strategy for Teaching Physics in Technical–Professional Higher Education: A Case Study in Chile; MDPI; Education Sciences; 15; 8; 7-2025; 1-20
2227-7102
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2227-7102/15/8/941
info:eu-repo/semantics/altIdentifier/doi/10.3390/educsci15080941
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.952241

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