El modelo educativo con enfoque en la formación de competencias, promovido a principios del siglo XXI y que ha tomado un papel muy importante en el proceso enseñanza-aprendizaje en las instituciones educativas de todos los niveles educativos, establece que para el desarrollo armónico del ser humano la educación debe ser integral. La educación basada en competencias está orientada hacia la generación de capacidades en el educando y por ello, la evaluación debe centrarse en éstas, particularmente las que tienen que ver con habilidades para identificar, proyectar, resolver problemas y tomar decisiones. Las rúbricas de evaluación por competencias son una herramienta que permite obtener evidencia de la adquisición de éstas y aplicación del conocimiento fuera del aula. Esto supone un cambio en el escenario escolar, tanto para los profesores, así como también para los estudiantes, quienes deben asumir nuevas funciones, roles y tareas para lograr un aprendizaje basado en competencias genéricas y específicas. En este trabajo se presenta una propuesta de rúbricas para la evaluación por Competencias de Física en el ámbito universitario, específicamente, para evaluar el desarrollo de prácticas de laboratorio. Con este trabajo, se pretende introducir nuevos métodos de evaluación e identificar oportunidades para desarrollar capacidades y evaluar aprendizajes a través de indicadores de progreso. En esta primera fase del proyecto, se ha diseñado una práctica de laboratorio y en conjunto se ha elaborado la rúbrica de evaluación, aplicada a alumnos de Fundamentos Físicos de la Informática en el Grado de Ingeniería Informática en la Universidad de Castilla-La Mancha (UCLM).

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Conceptual maps allow us to graphically represent the existing relationship between ideas, associations, and hierarchies. In recent years, they have been used to learn all areas of knowledge and educational levels in academic and non-academic environments. Due to the fact that they facilitate reading, they favor memorization and metacognition; they also describe aspects that compose a whole. In Physics' learning, they have been used to identify previous knowledge, to evaluate acquired learning and summarize texts, but its use has been little exploited in the accompaniment to the solution of Physics' problems. This article presents an educational strategy that guides the student during the realization of problems through the use of conceptual maps and infographics, which can be applied to University students and other educational levels, using the Taxonomy of Introductory Physics Problems (TIPP) as reference.

Students' training on electrical mechanical engineering is based on the acquisition of disciplinary knowledge in the following areas: thermodynamics, quality control, safety and hygiene, materials and mechanical, electrical and electronic design. To apply the application of this knowledge to the solution of real problems, requires higher-order cognitive skills such as the development of complex thinking, among others. Case-based Learning (CBL) is a methodology that favors active learning and the construction of arguments, allowing students to see theory in the practice of a real-life context. In materials engineering, the characterization techniques allow to evaluate the properties of the materials, and therefore determine if it is useful for a given application. Traditionally, students learn this content from following procedures. But deciding which technique to use causes those difficulties, especially when it is necessary to define the variables to be measured. During a Materials Engineering class, a case-based educational strategy was applied to a group of 19 Electrical Mechanical Engineering students, at the public University of San Luis Potosi, Mexico, with the purpose of evaluating the knowledge acquired in the subject. The solution of the case "The Ouija of the Devil: the Molecular detector GT200", allowed them to identify the level of knowledge on characterization techniques, the variables involved, the limitations, and necessary parameters to carry out the measurements. On the other side, the importance of scientific knowledge was identified to solve problems, as well as its impact on decision-making in public policies and resource management. This case is also associated to the acquisition of fake, useless equipment by the Mexican government. It allowed exploring the student's opinions towards corruption and the necessary values to practice the profession. The proposed methodology was that of CBL. The learning evidence was analyzed under a qualitative approach.

We believe we are at the beginning of a new Big Bang. This great explosion places us at the dawn of a new era in learning Physics, and we would like to participate in this fascinating process. Mobile devices are exponentially growing amongst our students, so we are convinced that they must be used to promote active learning.In this work, we will focus on several apps from Wolfram Research Company: Wolfram Alpha, Wolfram Alpha Viewer, Physics I and Physics II. All of them have many possibilities to achieve an autonomous and active learning. These apps allow users to select different options from a specific menu, enter values of the required parameters and the app calculates by itself the magnitude involved in the process. In addition, these apps also allow us to study the major laws of Physics, to look for the different units of the International System of Units or even to manage the most common physical constants.We are convinced that there is a necessity of developing more applications for smartphones that will empower a meaningful learning of Physics using apps for the operating systems iOS, Android, Windows Phone and those that arise in the future. This opportunity, which is provided to us by the new technologies, cannot be unexploited. We must strongly engage into this topic to achieve a meaningful learning.