<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1659-4266</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación UNED]]></journal-title>
<abbrev-journal-title><![CDATA[Cuadernos de Investigación UNED]]></abbrev-journal-title>
<issn>1659-4266</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-42662019000200130</article-id>
<article-id pub-id-type="doi">10.22458/urj.v11i2.2310</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Instrucción entre pares y enseñanza justo a tiempo: una experiencia en la enseñanza de la Física en educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Campos]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murillo-Quirós]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Centro de Desarrollo Académico-Escuela de Matemática ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Física ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>130</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-42662019000200130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-42662019000200130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-42662019000200130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Introducción: históricamente han existido dificultades para el aprendizaje de conceptos básicos de Física así como altos niveles de reprobación en estos cursos introductorios a nivel universitario. El Instituto Tecnológico de Costa Rica (TEC) no es la excepción y por ello surge la iniciativa de innovar en la enseñanza. Objetivo: describir una experiencia en la implementación de metodologías activas en enseñanza en Física (instrucción entre pares y enseñanza justo a tiempo) así como el alcance de estas en el rendimiento académico de estudiantes que cursan Física General. Se parte del supuesto de que una transformación en el abordaje pedagógico de las lecciones puede incidir en el rendimiento estudiantil. Métodos: analizamos los resultados de quienes recibieron lecciones a través de estas metodologías activas en comparación a aquellos que fueron expuestos a clases magistrales. Resultados: obtuvimos mejoras significativas (F(1-59)=9,637, p=0,002) en las calificaciones de los exámenes de los estudiantes expuestos a metodologías activas en el curso (Media=64,3) en comparación a aquellos que recibieron clases magistrales (Media=54,5). Conclusión: es necesario que tanto docentes como instituciones dejen de asumir que todos los profesores poseen las habilidades cognitivas que facilitan una ganancia en el aprendizaje estudiantil sin una capacitación adecuada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract &#8220;Peer instruction and just in time teaching: an experience in the teaching of Physics in higher education&#8221;. Introduction: historically there have been difficulties in learning basic physics concepts as well as high levels of reprobation in these introductory courses at university. The Instituto Tecnológico de Costa Rica (TEC) is not the exception and therefore the initiative to innovate in education arises. Objective: to describe an experience in the implementation of active methodologies in teaching in Physics (Peer Instruction and Just in Time Teaching) as well as its scope in the academic performance of students who study General Physics; it is based on the assumption that a transformation in the pedagogical approach of the lessons can affect student performance. Methods: we analyzed the results of those who were taught through these active methodologies compared to those who were exposed to lectures. Results: we found significant improvements (F(1-59)=9,637, p=0,002) in the exam performance of students exposed to active methodologies Mean grade=64,3), in comparison to those who received lectures (Mean grade=54,5). Conclusion: It is necessary that both teachers and institutions stop assuming that all teachers possess the cognitive skills that facilitate a gain in student learning without adequate training.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[active methodologies]]></kwd>
<kwd lng="en"><![CDATA[peer instruction]]></kwd>
<kwd lng="en"><![CDATA[just-in-time teaching]]></kwd>
<kwd lng="en"><![CDATA[physics teaching]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[Iistrucción entre pares]]></kwd>
<kwd lng="es"><![CDATA[enseñanza justo a tiempo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la física]]></kwd>
</kwd-group>
</article-meta>
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