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How to Motivate the Interest in Physics to Engineering Students Without Dying in the Attempt?

机译：如何在不死的情况下激发工科学生对物理的兴趣？

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Sometimes, at the beginning of the class, and in basic sciences courses, professors use some didactic materials or demonstrative experiments. However, this feature is just an introductory tool that does not necessarily guarantee the success of the attention, much less the learning of students belonging to the generation of digital natives, known as the Generation Z (born between 1994 and 2009). Additionally, college students, at present, are immersed in the 4th Industrial Revolution; so, as educators, we focus on 3D printers, electronics, robotics and IoT. For this reason, our strategy is to engage the students in their learning process with new educational methodologies, face different projects and foster new challenges in the teaching-learning process. The learning objective is to integrate the students in an active participation to build their knowledge and develop their skills. This work shows the efforts carried out to increase the students' motivation and interest of self-taught. They must be creative and exposed students to information that runs careers which are far from the exact and natural sciences. The pilot test was implemented in the Physics course belonging to the Business and Information Engineering careers. The combinations of various methodologies such as Flipped Classroom, Project Based Learning, Cooperative Learning and Design Thinking, among others, were used. The introduction of basic principles of robotics and programming language, ending with the student's training in 3D printing technologies were the key that students develop the capacity of working in a multidisciplinary team and applying the mentioned methodologies. Also, a detailed qualitative and quantitative analysis is presented not only for the group projects generated but also of students' performance in their exams. Finally, the results obtained are compared with those of previous semesters, showing that the aggregation of several learning strategies are useful and essential since they have a direct impact on skills and demonstrations of knowledge as a response to educational process.
机译：有时，在课程开始时和基础科学课程中，教授会使用一些教学材料或示范性实验。但是，此功能只是一种介绍性工具，不一定能确保注意力的成功，更不用说学习属于Z代（出生于1994年至2009年）这一代数字原住民的学生了。另外，目前，大学生沉浸在第四次工业革命中。因此，作为教育者，我们专注于3D打印机，电子产品，机器人技术和物联网。因此，我们的策略是让学生采用新的教育方法来参与他们的学习过程，面对不同的项目并在教学过程中提出新的挑战。学习目标是让学生积极参与，以建立自己的知识并发展他们的技能。这项工作表明了为提高学生的自学动机和兴趣所做的努力。他们必须是有创造力的，并且让学生接触到的信息所从事的职业远非确切的自然科学。在属于商业和信息工程职业的物理课程中实施了先导测试。使用了多种方法的组合，例如翻转课堂，基于项目的学习，合作学习和设计思维等。机器人技术和编程语言的基本原理的介绍，以学生对3D打印技术的培训为结尾，是学生发展跨学科团队工作能力并应用上述方法的关键。此外，不仅对生成的小组项目进行了详细的定性和定量分析，而且对学生在考试中的表现也进行了详细的定性和定量分析。最后，将所获得的结果与前几个学期的结果进行比较，表明几种学习策略的整合是有用且必不可少的，因为它们对技能和知识的展示具有直接影响，是对教育过程的一种反应。

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