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[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., This work has been supported by the Universitat Politècnica de València through the Project of Innovation and Educational Improvement Program (Projects PIME/2018/B26 and PIME/2018/B25 Convocatoria de Proyectos de Innovación y Convergencia).

[EN] For this work, we report on the results of the BEMA assessment for students of Electricity courses of Engineering Degrees taught at the Higher Technical School of Design Engineering (ETSED) Universitat Politécnica de Valéncia (UPV). The BEMA pre-test and post-test assessment was delivered at the beginning and at the end of the course to students of the Degrees on Electronic Engineering and Industrial Automation (DEEIA) and Aerospace Engineering (DAE). The gain in the performance of BEMA test was analysed for both curricula and for three categories: electrostatics, dc current circuits and magnetostatics. The results show better results for DAE curriculum in the pre-test, but a lower gain in the post-test. The highest gain is obtained in magnetostatics, and no influence of the use of screencast is appreciated., Financial support through PIME Projects PIME/2018/A25 and PIME/2018/A26.

[EN] The progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session the students are given documents and videos that explain the theoretical contents and the experimental procedure. When this material is studied in advance, the practice session can be devoted to the discussion, clarification and practical application of the acquired knowledge. This paper describes the effect of the FT methodology on the students¿ academic performance when it was applied to the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were compared in four consecutive years. The characteristics of all four years were quite similar, except that the traditional teaching method (TM) was used in two, while FT was applied in the other two. The statistical analysis shows that the academic results of the students were better in both subjects under FT than those obtained using TM, and that the difference was statistically significant., This work was supported by the Universitat Politecnica de Valencia [Project PIME/2018/B25 Convocatoria de Proyectos de Innovacion y Convergencia de la UPV].

Information and communication technologies have been shown to be very effective in the transmission of scientific knowledge. Nowadays, the development of software and hardware makes it possible to simulate processes as close to reality as we want. However, when we are trying to explain some complex physical processes, it is better to simplify the problem by means of simplified pictures of the total process. In the present work, we analyze the design of a simulation program of wave motion developed in our laboratory. The aim of the program is to help students to understand the basic concepts of the wave motion. For this reason, we have paid special attention to interactivity and graphic aspects. 2002 Wiley

In our experience of teaching physics for engineering at university level we have learned that the mathematical relationships between the parameters that control a process are important, but not sufficient, to understand a process. Such knowledge will only be consolidated if the new concept is incorporated by student in his field of study. Simulation programs, especially through visualization, can help to attain this target. We have developed three programs using Visual Basic. One of them is devoted to fitting experimental data and is complementary to experimental work; the others focus on dynamics, translation, and rotational movement, helping to understand the Newton's laws. © 2002 Wiley Periodicals, Inc. Comput Appl Eng Educ 10: 45–49, 2002; Published online in Wiley InterScience (www.interscience.wiley.com.); DOI 10.1002/cae.10016

[EN] The applications of the digital video image to the investigation of physical phenomena have increased enormously in recent years. The advances in computer technology and image recognition techniques allow the analysis of more complex problems. In this work, we study the movement of a damped coupled oscillation system. The motion is considered as a linear combination of two normal modes, i.e. the symmetric and antisymmetric modes. The image of the experiment is recorded with a video camera and analysed by means of software developed in our laboratory. The results show a very good agreement with the theory., This work has received financial support by the Universidad Polit¿ecnica de Valencia (PII20020632), Spain. We would like to thank the R+D+I Linguistic Assistance Office at the Universidad Politècnica de Valencia for their help in revising this paper.

Information and Communication Technologies have demonstrated to be extremely effective in the transmission of scientific knowledge. Nowadays, the development of software and hardware makes it possible to simulate physical processes as close to reality as required. Furthermore, complex physical processes benefit from graphical simplicity in order to emphasize the main points for a complete understanding. In this work we focus our attention on the interference of coherent scalar waves in homogeneous media. Digital simulations have been designed in order to help the students to understand this phenomenon. Examples of interference of plane waves and cylindrical waves are visualized in sapce-time scales as the main advantage over traditional teaching resources.© (2004) COPYRIGHT SPIE--The International Society for Optical Engineering. Downloading of the abstract is permitted for personal use only.