Efecto de una secuencia didáctica basada en los estilos de aprendizaje y el aprendizaje activo en el logro de aprendizaje de cinemática

The objective of this article is to establish the effect of a didactic sequence of one-dimensional kinematics, which includes informing the group of students about aspects related to their learning strategies and metacognitive, has in the achievement of learning (academic performance). The methodological design considered pretest and posttest. The instruments used are: Metacognition Strategies Learning Query MSLQ for the context of physics, Kolb Standard Learning Instrument KSLI and Measurement Achievement of Physical Learning was designed and validated (with peers, experts and pilot test) test related to one-dimensional kinematics. The results show that the MSLQ-P, with Cronbach's corrected reliability of 0.96, identifies the level of self-efficacy as a strength of students (above 80%), student learning styles (major type 1 and 4 ) Are away from the usual engineers (Type 3), and the didactic sequence that included informing the group of students had a positive and significant effect compared to the group that was not informed. The state of development of research indicates that modifying learning strategies is a factor that, among many factors, affects achievement of learning.