Innovar y transformar desde las disciplinas: experiencias claves en la educación superior en América Latina y el Caribe 2021-2022

3 Didactic strategies for teaching electromagnetism remotely José P. Araya 1[0000 - 0002 - 6787 - 9799] and Diego S. Dumani 2 [ 0000 - 0002 - 0086 - 4250] 1 Universidad de Costa Rica, San Pedro, Montes de Oca, San José, Costa Rica jose.arayagarbanzo@ucr.ac.cr 2 Universidad de Costa Rica, San Pedro, Montes de Oca, San José, Costa Rica diego.dumani@ucr.ac.cr Abstract. A summary of remote teaching experiences is presented, based on the instructions of an Electromagnetism course at the Faculty of Engineering of the Universidad de Costa Rica. Field theory is commonly regarded as a difficult and demanding course for students. For this reason, the main teaching tech- niques used in the development of the course, that seek to ensure adequate learning by the students, will be presented. Additionally, we present an analysis based on the feedback given by the students when facing the electromagnetism topics. Keywords: Electromagnetism , Teaching Techniques , Synchronou s Classes, Asynchronous Classes, Technology, Prejudices, Remote Teaching. 1 Introduction Electromagnetism is an indispensable topic for the fields of engineering and physics; both academically and professionally. However, the course has an unfavorable reputa- tion, as it is considered a difficult subject by both students and instructors. There are quite a few challenges in the field of teaching, in order to achieve a correct understand- ing of the course contents by the students. These challenges can be associated from the student's point of view as well as from the instructor's point of view. First, it is a fact that field theory is significantly supported by mathematical concepts such as linear algebra, vector calculus, integral calculus and complex functions. The deep ties with mathematics work as a barrier for students, since this causes the impres- sion that the course is difficult and demanding (Roussel & Hélier, 2012). As a result, there is an erroneous prejudice towards the subject, which increases the dropout rate of electromagnetism related courses (Roussel & Hélier, 2012). However, from the instruc- tor's perspective it is important to understand the concept of pedagogical content knowledge (PCK) and how its application represents one of the main challenges in teaching. PCK can be understood as the ability to transform content knowledge (CK) to a category of knowledge suited for teaching (Coetzee et al., 2020). It is clear that different instructors will have different PCK, since their ways of teaching pure knowledge are nonidentical. Therefore, teaching electromagnetism requires a clear 477