Abstract

This paper presents a method for teaching and learning kinematics by using derivatives and integrals, and its impact in academic performance and learning stability in kinematics, within a group of freshmen Civil Engineering students in University of Bio Bio, Concepción, Chile. The procedure is performed in a semester in order to provide physical meaning to the whole mathematical treatment within the process of solving exercises and problems in the course Physics I. The results show statistically significant differences in favor of the experimental group on academic achievement, and some evidence of stability in the knowledge developed by the same group, suggesting that meaningful learning is achieved.