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Microlearning in Physics Teaching: An Innovative Proposal
Abstract
It can be broadly considered that academic factors in general, and the quality of teaching in particular, contribute significantly to academic failure, although they are not the only important factors. Moreover, academic factors are, at least theoretically, the most easily alterable through the intervention of university teachers. This chapter proposes incorporating microlearning into physics teaching in order to favour students' understanding of it. Specifically, it presents a series of considerations for the design of effective micro-modules for teaching physics to general education students. The first part of the chapter discusses the concept of microlearning and highlights the advantages of its implementation in the classroom. The second and last part summarises six important considerations when creating an effective micro-module and presents a concrete example developed by teachers at the Escuela Politécnica Superior de la Universidad CEU - San Pablo in Madrid, Spain.
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