Abstract

This present analyzes the effectiveness of question-based learning in physics, in information processing strategies and the type of learning acquired by students, here it is shown how to implement question-based learning in physics classes as an indicator of meaningful learning. Where different types of questions are considered, the first three are: factual, understanding and creative, which in turn are subdivided into five categories: interpretation, application, analysis, synthesis and evaluation, covering all levels of knowledge. It begins with the presentation of a contextualized problem situation, which serves as the guiding axis of the programmatic unit to be studied through a sequence of questions, ranging from the exploration of prior knowledge to the transfer of content in new situations. These are structured as a guide of questions to teach and learn the contents of the unit, in order to change the closed dynamic of the transmission of knowledge, for a more participatory one. The results of the systematic implementation in the last 8 semesters show evidence of its impact on some of the categories of the variables under study, and the students have a favorable opinion about this work proposal.