Problem-Based Learning as a methodological proposal for the development of Cognitive Flexibility in Physics Teaching

This article presents a set of Physics Didactic Activities for implementation in Higher Education, encompassing contents related to Energy and Linear Momentum. For this, the Didactic Activities were elaborated using the Cognitive Flexibility Theory as a theoretical foundation and, as a methodological basis, the Problem-Based Learning, using hypermedia as educational resources. The objective is that, through the activities, students develop Cognitive Flexibility focused on Problem Solving, enabling the restructuring of their knowledge through new problems. Throughout the text, the steps involved in the planning of activities and their theoretical and methodological foundations are described; furthermore, the advances and challenges faced in structuring them are analyzed. Finally, the potentialities of Problem-Based Learning as a methodology for the development of Cognitive Flexibility based on the Theory of Cognitive Flexibility are discussed.

Keywords:
Hypermedia; didactic activity of physics; higher education; energy and linear momentum; scaffold