Abstract
<p class="0abstract"><strong>The COVID-19 pandemic forced universities to close their doors creating the largest disruption of education systems in history. It was necessary to find new ways and new alternatives to classical teaching methods. This paper presents the proposal made by the Faculty of Engineering of the Catholic University of Cordoba (UCC) for the continuity of practical laboratory work in the teaching of Physics. To this end, the data obtained from a survey of university students at the end of the academic year 2020 are analyzed. The survey covers first-year students, as well as students from higher education who took Physics I under the classroom modality. It should be noted that the number of students in the Faculty of Engineering of the UCC is very small to obtain conclusive results in a first research, therefore, the authors consider that the project is at an introductory stage that, in the future, will continue to pursue. So far, the results showed that the application of Physics laboratory experiences through simulation can become an excellent tool to facilitate students' understanding of abstract and complex concepts in the face of lack of presence.</strong></p>
Highlights
The COVID-19 pandemic forced universities to close their doors creating the largest disruption of education systems in history
A Physics virtual laboratory implementation will be analyzed, and its advantages and disadvantages will be discussed both from teachers’ and students’ perspectives. This is a qualitative action-research work placed in the classroom that focuses on analyzing the Physics laboratory of the Faculty of Engineering of the Catholic University of Córdoba
Some of them had taken the subject in the face-to-face modality, and others had taken the subject in the virtual course
Summary
The COVID-19 pandemic forced universities to close their doors creating the largest disruption of education systems in history. It was necessary to find new ways and new alternatives to supply classical teaching methods. Technological and digital tools, innovation in teaching methods and resources and important investments in communication equipment were needed. Both students and teachers made very large efforts to achieve educational goals. Some of them, such as laboratory experiences, need a multisensory observation, which is not possible to achieve in virtual environments. The benefits and difficulties of implementing technology-supported education have been explored in several case studies in different countries [2] [5] [9]. A Physics virtual laboratory implementation will be analyzed, and its advantages and disadvantages will be discussed both from teachers’ and students’ perspectives
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