The time in science: an interdisciplinary laboratorial approach

Abstract

In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.

Meteorites in Physics Laboratory

“…Interdisciplinary learning paths are usually more effective because they can arouse greater interest and motivate students [1][2][3]. In educational research, both theoretical and empirical studies have extensively demonstrated the importance of the relationship between interest, motivation, and the learning process [4][5].…”