Aula invertida basada en concepciones alternativas para la enseñanza del principio de Bernoulli a nivel universitario

Abstract

Teaching Bernoulli’s principle often presents challenges, as alternative conceptions hinder students’ understanding of the topic, while traditional methodologies fail to effectively address these difficulties. This study examines the effectiveness of a Flipped Classroom approach based on alternative conceptions to improve the conceptual learning of Bernoulli’s principle in university students. A quasi-experimental design was applied with control and experimental groups, using pretests and posttests. Data analysis employed statistical methods such as Shapiro–Wilk and Mann–Whitney U tests, as well as Hake’s factor to measure learning gains, Bao’s concentration to quantify question distribution in the tests, and Cohen’s coefficient to determine the impact of the methodological intervention. Additionally, a satisfaction survey was conducted to assess students’ perceptions of the methodology. The results show that the use of active methodologies such as the Flipped Classroom enhances the conceptual learning of Bernoulli’s principle in university contexts, with greater motivation and significant advantages compared to traditional methodologies.