Physics laboratory practice: a space to contribute to the development of cognitive independence in engineering students

Abstract

The paper presents an analysis related to the importance of conceiving the training process of engineering students from a perspective that encourages, to the maximum, the development of their cognitive independence from the first years of the career (this element is found explicit in the professional models in the different engineering courses). On the other hand, a study is carried out on the real potential of the learning direction process of the Physics discipline, and in particular the practical Physics laboratory class, to contribute to the development of this capacity in students, in such a way that it prepares them for a better performance. Then, the results obtained in the application of a didactic variant are presented where the development of a practical Physics laboratory class is conceived from a different methodological conception to the traditional one that favors the development of their cognitive independence in students.