FREE FALL: A BLENDED LEARNING EXPERIENCE BASED ON INVESTIGABLE QUESTIONS

Abstract

In 2020, during the COVID-19 pandemic and under a blended learning modality, a didactic experience was carried out in a 5th-year high school Physics course in Montevideo, Uruguay. The proposal, led by teacher Flores and her teaching interns, focused on the study of free fall phenomena through the formulation of investigable questions. The initiative aimed to foster scientific competencies such as model construction, experimental design, data collection and analysis, and the communication of results. Due to health protocols that restricted laboratory use, students designed and conducted experiments at home using accessible tools. Cell phones were used as timers, rulers for distance measurement, and household objects served as test masses. The collected data were later analyzed with software like Graph or Excel. The activity combined face-to-face classes and online work via the CREA platform. The concept of the particle model was explored in depth, and the historical and epistemological development of the idea of free fall was also addressed. Students proposed hypotheses, discussed measurement errors, and suggested improvements, fostering metacognitive reflection. The process showed conceptual and methodological progress among students, although challenges remained regarding the articulation of variables and scientific writing. The experience validates the use of inquiry-based teaching methodologies and demonstrates that blended learning can go beyond emergency contexts. It consolidates itself as an effective pedagogical strategy to promote autonomy and critical thinking in science education.