144765 20260219090931.0 doi 10.1108/JARHE-10-2023-0464 sideral 139558 ART-2024-139558 eng Cascarosa Salillas, Esther Universidad de Zaragoza (orcid)0000-0002-3696-7673 A teaching-learning sequence to develop epistemic thinking in engineering students at master’s educational level 2024 Access copy available to the general public Unrestricted PurposeThis 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. info:eu-repo/semantics/openAccess All rights reserved http://www.europeana.eu/rights/rr-f/ 1.6 2024 0.615 2024 Education 2024 Q2 4.5 2024 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion Sánchez-Azqueta, Carlos Universidad de Zaragoza (orcid)0000-0002-8236-825X Gimeno, Cecilia Aldea, C. Universidad de Zaragoza (orcid)0000-0003-2874-6368 2002 385 Universidad de Zaragoza Dpto. Física Aplicada Área Física Aplicada 4013 205 Universidad de Zaragoza Dpto. Didácticas Específicas Área Didáctica Ciencias Exper. 5008 250 Universidad de Zaragoza Dpto. Ingeniería Electrón.Com. Área Electrónica Journal of Applied Research in Higher Education 2050-7003 2940571 http://zaguan.unizar.es/record/144765/files/texto_completo.pdf Postprint 1906965 http://zaguan.unizar.es/record/144765/files/texto_completo.jpg?subformat=icon icon Postprint oai:zaguan.unizar.es:144765 articulos driver 2026-02-19-09:00:13 ARTICLE