Integral Design of a Physics Course

Abstract

This paper discusses the importance of one of the most crucial elements in science and technology education: the development of the individual capacity to cope with new problems. Also, discuss the importance of being aware of the existence of "formative objectives" and "tacit knowledge”. In the planning of a course, taking into account its aims, we need to define the explicit and implicit objectives of each topic covered. If we can find why and how the students are going to use that knowledge, and how we are going to evaluate the learning; then we can decide how, when and where see each topic; combining the theoretical and experimental resources in the best way. The problem-solving capabilities of the scientific method should be illustrated experimentally, using it to design our teaching procedures. The objectives of Physics courses are that the students learn how to use what they know to solve problems in the real world (competencies), but no one learns to do this seeing as the professor thinks on the blackboard. The program of a course uses topics as examples of reasoning. Reasoning involves the ability to use their knowledge. In writing the assessments before teaching the class, you will realize what you really want to teach. Using specialized questions can recreate the Socratic Method, which has evolved as constructivism and flipped class. How their new understanding is going to be used by the student gives an even better motivation. The best teaching tool that I know is the pleasure that comes with understanding, and what is learned with pleasure is not soon forgotten. Through experiments, demonstrations, and tips a professor can motivate learning and student competencies if one can find them.