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

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Publicado en:Education Sciences vol. 15, no. 8 (2025), p. 941-961
Autor principal: Muñoz Alvarez Graciela
Otros Autores: Greca, Ileana M, Arriassecq Irene
Publicado:
MDPI AG
Materias:
Chile
Problem solving
Teaching
Kinematics
Higher education
Students
Training
Teamwork
Secondary education
Colleges & universities
Keywords
Professions
Active learning
Physics
Science education
Professional education
Access to education
Methods
Professionals
Critical thinking
Problem based learning
Information management
Basic Skills
Competence
Educational Research
Learning Problems
Influence of Technology
Academic Achievement
Medical Education
Instructional Materials
Interpersonal Competence
Family Income
Labor Market
Competency Based Education
Engineering Education
Database Management Systems
Cognitive Structures
Lifelong Learning
College Science
Mechanics (Physics)
Educational Strategies
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Resumen: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.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15080941
Fuente:Education Database