Flipped classroom as a didactic strategy to promote conceptual learning of Fluid Mechanics of General Physics at higher education

Abstract

The main purpose of this article is to present the results that support the effectiveness of the flipped classroom in the mobilization of knowledge for the learning of fluid mechanics concepts of Physics students at the higher level. Reason why it is determined the evolution experienced by students’ previous ideas on concepts related to fluid mechanics, the level of learning of concepts acquired by these students after addressing the fluid mechanics unit through the inverted classroom teaching strategy of, as well as the degree of approval of the students regarding the development and application of this teaching methodology. The evolution and learning level of concepts are presiced with the Bao concentration factor and Hake’s normalized gain. Finding way a mean effectiveness of this methodology, represented by a value of 0.59 of Hake’s normalized gain.