Five-step guide to flip the classroom and to improve physics teaching at university level

The present paper, describes an educational experience with the goal of developing a proposal for the didactic planning of Computational Physics course (CP), using the Flipped Classroom (FC) method, supported by active learning to promote meaningful learning in physics students of Physics bachelor program at University of Sonora. FC is an innovative educational strategy that emerges in 2007 and within its principles establishes that, mainly, learning is centered on the student and that there are activities that they do outside the classroom and others within it, to the teacher, it is not clear how to carry them out. Due to the above, the question arises as whether if this method facilitates the learning of physics in students who study the subject of computational physics, seeking to carry out the teaching-learning process in a non-traditional way. Then, a 5-step guide has been developed, which involves the proposal for the flipped classroom Method and was implemented in a physics course during two semesters 2016-2 and 2017-1. The students, who passed this subject in both periods, evaluated this experience and the result shows the achievement course learning objective as well as that FC method facilitates the learning of physics.