000144765 001__ 144765
000144765 005__ 20250908131434.0
000144765 0247_ $$2doi$$a10.1108/JARHE-10-2023-0464
000144765 0248_ $$2sideral$$a139558
000144765 037__ $$aART-2024-139558
000144765 041__ $$aeng
000144765 100__ $$0(orcid)0000-0002-3696-7673$$aCascarosa Salillas, Esther$$uUniversidad de Zaragoza
000144765 245__ $$aA teaching-learning sequence to develop epistemic thinking in engineering students at master’s educational level
000144765 260__ $$c2024
000144765 5060_ $$aAccess copy available to the general public$$fUnrestricted
000144765 5203_ $$aPurposeThis research work had been a double objective, to help the students achieve the learning outcomes, scientific skills and on the other hand, to develop specific scientific sub-competences, all of these related not only with the conceptual knowledge but also with the knowledge of procedurals and epistemology.Design/methodology/approachA didactic sequence has been designed and applied with students of the University Catholique of Louvain (Belgium) in collaboration with teachers from the University of Zaragoza (also researchers in the knowledge areas of Electronics, Applied Physics and the Didactics of Experimental Sciences). Several methodologies were applied thorough the teaching-learning sequence as the flipped classroom is. A varied sample of assessment instruments was used.FindingsThe results suggest this sequence produces a more significant learning than a more conventional teaching, however there is no increase in the number of students who passed. The students explaining phenomena scientifically, evaluating and designing experiments and making researchable questions and interpreting data and scientific evidence, which are a consequence of the development of scientific knowledge (content, procedural and epistemic). In addition, the students kept motivated by this methodological change and maintained the perception of having achieved the expected learning according to the objectives of the course.Originality/valueUntil a few years ago, research in the didactics of experimental sciences, and the application in the classroom of the results obtained, was limited to education in non-university stages. The opportunity of this work is to expand knowledge in relation to the application of didactic strategies in physics education at a higher level.
000144765 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000144765 592__ $$a0.615$$b2024
000144765 593__ $$aEducation$$c2024$$dQ2
000144765 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000144765 700__ $$0(orcid)0000-0002-8236-825X$$aSánchez-Azqueta, Carlos$$uUniversidad de Zaragoza
000144765 700__ $$aGimeno, Cecilia
000144765 700__ $$0(orcid)0000-0003-2874-6368$$aAldea, C.$$uUniversidad de Zaragoza
000144765 7102_ $$12002$$2385$$aUniversidad de Zaragoza$$bDpto. Física Aplicada$$cÁrea Física Aplicada
000144765 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000144765 7102_ $$15008$$2250$$aUniversidad de Zaragoza$$bDpto. Ingeniería Electrón.Com.$$cÁrea Electrónica
000144765 773__ $$tJournal of Applied Research in Higher Education$$x2050-7003
000144765 8564_ $$s2940571$$uhttps://zaguan.unizar.es/record/144765/files/texto_completo.pdf$$yPostprint
000144765 8564_ $$s1906965$$uhttps://zaguan.unizar.es/record/144765/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000144765 909CO $$ooai:zaguan.unizar.es:144765$$particulos$$pdriver
000144765 951__ $$a2025-09-08-12:57:10
000144765 980__ $$aARTICLE