Abstract:The present article shows the efficiency of Problem-based learning (PBL) in the academic performance of the Physics course, specifically how the learning arises across the experience. For it, the existing methodologies were adapted in PBL in order to generate six methodological offers originated in specific situations of the profession, which developed during an academic semester.
The impact of problem-based learning is evident at the end of the semester. Was validated through the non-parametric test called Mac Nemar, with a confidence level of 95%. One concluded that the PBL turned out to be highly effective, especially in the highest levels of academic performance, which are of application and analysis, in which they found substantial differences with regard to the group of control. On the contrary, in the area of comprehension did not notice such a difference, which indicates that the application of the above-mentioned methodological strategy with regard to this capacity is not interesting for the teacher.
This investigation contributes with a program that relies on instruments that measure the comprehension, application and analysis of the beginning of the classic physics in the students of the course of Physics. Likewise, a guide of fieldwork provides with guidelines of employment for the course of Physics in the top level, and examples for his later use.
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