The semipresenciality and the encounter class as a context in the teaching and learning of Applied Physics in Agricultural Engineering (Original).

Abstract

The increase of blended learning in Cuba is linked to the advantages of combining the traditional link between study and work, which facilitates access to study for workers, promoting professional improvement and an educational teaching process with direct link to community resources; this constitutes a favorable context for the theory to enrich the local economic and social work; this context becomes part of the teaching-learning process in each subject, based on contents related objectively or abstractly to a contextualization process. In the present work a review is made in the context of the organizational forms on the basis of the teaching-learning of the subject Applied Physics in the career of Agricultural Engineering in conditions of blended learning, from the needs of the search of meanings for the students of a considerable amount of contents in a scenario with a tendency to limit or regulate the organizational forms with increasing prevalence of the Class Meeting, the objective of the present work is intended: expose new points of view in the organization of the teaching-learning process in function of the formation of professionals, from a better use of the socioeconomic context of the territory, as well as structuring of the organizational forms in the execution of the semipresential study model and of the contents directed to the increase of the meaning in the learning of Applied Physics for the career of Agricultural Engineering.