Abstract

The study aims to report how linguistic cognitive skills develop: describe, explain, argue and model mathematically using collaborative problem solving to teach and learn physics I in Civil Engineering students. The study includes the design, implementation and evaluation of the didactic proposal, what it is quantitative under a quasi-experimental design of three groups. The results indicate that when solving problems the students of the experimental group were able to use the skills of describing and explaining and modeling mathematically more frequently than the argumentation when they organized the physical concepts and information in the collaborative interaction with the support of the teacher, as well as their transfer in practical laboratory work, academic performance shows statistically significant changes with respect to the two control groups. It is concluded that the development of problem solving competence and some linguistic cognitive skills is possible