A teaching strategy to enhance the learning of fundamental science subjects at technical universities

Abstract

The task set for faculties of fundamental sciences at technical universities is to establish the foundations of the knowledge of the sciences (mathematics, physics and chemistry), which can then serve as the basis for further undergraduate and graduate engineering curricula studies. Diagnostic testing shows that students enrolled at technical universities have very different prior knowledge of these sciences, with the best part of them not acquiring the command of science subjects expected of them after completing high school. As such, teachers face a contradiction between the wide scope of fundamental science curricula and the limited number of hours assigned to these courses. The objective of this paper is to discuss a teaching strategy to enhance physics learning among students. Increases in motivation and cognitive activities of students were achieved by restructuring and adapting the physics course for engineering subject studies. Higher effectiveness in student learning was reached when inquiry-based teaching was incorporated into laboratory and practice lectures. An analysis of the results of a regular student inquiry showed gradual improvements in students' knowledge of physics and contribution to their self-efficacy.