  We present the findings of a pilot plan of active learning implemented in
introductory physics in a Chilean public university. The model is research
based as it considered a literature review for adequate selection and design of
activities, consistent with the levels of students' reasoning skills. The level
of scientific reasoning is positively correlated to student success. By
contrast to a control group of students following traditional lectures, we
observed a significant reduction in failure rate for students that do not yet
posses formal scientific reasoning. This profile of student being the majority,
we conclude that implementing active learning is particularly suited to first
year of higher education in the context of a developing country. It fits the
particularities of student profile and typical classroom size, leading to
learning improvement and reduction of academic risk as well as being
financially sound.
