Description

Since education must constantly evolve in the search for solutions to today’s emerging problems, it is essential to implement strategies that support all educational actors. This paper analyzes how a virtual learning environment (VLE) can strengthen the teaching and learning of physics in ninth-grade students of the Instituto Champagnat de Pasto, being this initial experience the starting point for the implementation of new strategies. The specific objectives include identifying previous missing concepts in kinematics, designing a didactic strategy in the VPA, and evaluating its impact on the physics classroom. The methodology was qualitative, with a social-critical approach, using action research to improve educational practice through the VPA. The study sample consisted of 33 ninth-grade students. Data were collected through workshops and observations. The information was analyzed using grounded theory to generate emergent categories. The results highlight the effectiveness of the VLE in strengthening students’ prior knowledge in kinematics and their academic performance in physics. This model of technological innovation is proposed as a reference for the creation of virtual learning environments in other areas of knowledge and degrees in the future. In conclusion, the VLE improves the teaching-learning process in Physics and provides a guide for future educational implementations.