Active Learning Methodology applied to a remote projectile launch experiment: students' first impressions

TL;DR

This paper explores the implementation of a remote active learning experiment on projectile motion to enhance physics education, assessing student impressions and learning outcomes through questionnaires.

Contribution

It introduces a novel remote laboratory experiment model for physics education, integrating video presentation and student feedback to evaluate effectiveness.

Findings

Positive student engagement with remote experiment

Improved conceptual understanding reported

Remote methodology feasible for engineering education

Abstract

This study examines the impact of a remote laboratory experiment on Physics learning, using a case study approach. Societal advancements over the past century have spurred discussions regarding restructuring the current educational system, with active learning methodologies proposed as alternatives to conventional models. These active methods empower students to develop new skills and competencies beyond the academic knowledge imparted in lectures. To improve student learning outcomes in Physics, this research will develop an experimental model for application in engineering classes. This involves creating a laboratory experiment procedure for oblique projectile motion, constructing the necessary apparatus, recording the experiment on a film, presenting the video for a remote student's audience, and evaluating the model using questionnaires focusing on conceptual understanding and related questions.