Transmuting Pedagogical Inertia: Active Learning in Physics Teaching

Abstract

In the contemporary educational context, active learning has emerged as an essential approach to teaching physics, facilitating the construction of knowledge through active student participation and the contextualisation of content. This article explores the didactic possibilities of active learning in physics teaching, discussing the pedagogical implications of methods such as Problem-Based Learning (PBL), the flipped classroom and gamification. The constructivist nature of knowledge, the relevance of context in the learning process, the importance of social interaction and the need for self-regulation of learning are highlighted. These methodologies encourage self-management and apply theoretical knowledge through practical challenges, promoting analytical skills and meaningful, autonomous learning. The article concludes that the effectiveness of active learning depends on institutional commitment and adequate pedagogical implementation, underlining the need to adapt teaching strategies to individual learning styles and rhythms for a student-centred educational process.