Performance analysis by bema of electricity and magnetism courses in engineering degrees using flip teaching metodologies

Abstract

[EN] In recent years, new teaching methodologies have entered in the high education scenario: blended learning, problem-based learning, learning-oriented assessment, flip teaching, teamwork and effective oral and written communication are new pedagogical tools used in new instruction strategies. A key issue to guide the application of these new methodologies is the assessment of students performance. One broadly used tool for measure the student¿s performance in introductory physics is the Brief Electricity and Magnetism Assessment (BEMA), designed specifically as a standardized instrument to evaluate students¿ qualitative understanding of electricity and magnetism (E&M) key concepts. The reliability and discriminatory capability of BEMA has been previously studied. In this paper, BEMA is used to analyse the performance of E&M students. The E&M course analyzed is included in two different Bachelor¿s Degrees: Industrial Electronics and Automation Engineering (DIEA) and Aerospace Engineering (DA) both in Universitat Politècnica de València (UPV), Spain. They are semester traditional curriculums in which the use of traditional textbooks and screencast have been combined, including flip teaching methodologies. BEMA pre- and post-instruction tests were carried out at the beginning and end of the course respectively. To deepen understanding of student learning in the E&M course, correlations of pre- and post-instruction scores have been investigated, identifying the main gain and variance. The relevant information obtained through the BEMA test will allow instructors to monitor the use of new methodologies and teaching tools.