Abstract

The study evaluates the implementation of a methodological change in the practical laboratory work of General Physics incorporating the Moodle platform in order to carry out collaborative learning when solving problem situations through inquiry and modeling in Civil Engineering students of the University of Bio Bio, Chile who studied module I and module II of the subject. The applied design is descriptive transectional. To achieve this, the didactic laboratory guides were designed and validated by inquiry and modeling, which were organized in the virtual Moodle platform to be worked on in each session during the semester and were evaluated using a previously known rubric. At the end of each module, a test was applied, interviews were conducted with the students, they also answered an assessment questionnaire in the virtual field about their perception of the opportunities and obstacles experienced during the learning process carried out with the methodological innovation. The results indicate their difficulty in constructing researchable questions, identifying variables, formulating hypotheses regarding the problem to be solved in laboratory work and complications when using the Casptone-Pasco program. The students of the experimental group positively value collaborative work with innovation.