Abstract

This article shows the result of a study aimed at implementing and assessing an active learning proposal, based on creative techniques for teaching and learning the fundamental concepts of temperature and heat on a regular physics course for 2nd year secondary (15-16 years old) students in a high school in Concepcion, Chile. The institution is known for having high performance students with high socioeconomic status. Through this study we seek to establish the impact of the proposed methodology on students' learning strategies, self-esteem and academic performance, as well as encouraging the awakening of creativity for the study of temperature and heat, and test the feasibility and the didactic implications of this proposed teaching and learning methodology. Results show significant changes in learning strategies in favor of the experimental group, evidence of meaningful learning. Moreover, we observed positive changes in academic performance and school self-esteem.