Transformando el espacio educativo: impacto de las aulas virtuales en el aprendizaje de la Física

The article describes an educational response for the teaching of physics, implemented in a public school in Ecuador under a virtual modality that combined synchronous and asynchronous classes, using virtual platforms. The objective of the teaching actions and strategies implemented was to level students in the subject of physics through the use of virtual classrooms that provide a variety of resources to facilitate learning. The research used a quasi-experimental design, applying a control evaluation before and after the intervention. In addition, the impact of the interventions on learning was evaluated through measurements before and after the pedagogical reinforcement program, using the T-Student test to analyze the data. The results obtained showed significant differences in the test scores of the students who received this support, indicating that the study of physics through virtual classrooms produced positive academic results in the students who participated in the intervention. These findings validate the importance of rethinking didactics with planning appropriate to the context, use of resources, virtual tools, and continuous evaluation, to guarantee the continuity of learning and the satisfactory achievement of academic results.