The present study seeks to know if both, active learning activities and the flipped classroom method, support learning activities in students taking the course called Fortran Programming Language (FPL), belonging to the bachelor degree in Physics from the University of Sonora. The FPL is a course that is set at the third semester and it is taught since it is one of the modern high performance languages ​​used for supercomputing in computer science discipline, with many advantages over other languages ​​such as C and C ++. Most students who enter this educational program do not have programming knowledge, while those who do have it, have acquired it through nonscientific object-oriented programming. Given this disparity, it is necessary to establish a uniform knowledge platform for all, which is done through this course. Therefore, we face a couple of challenges: 1) that students learn to program in Fortran and, 2) to know the effectiveness of the didactic strategies designed to support this learning. To evaluate the above, a study with both qualitative and quantitative approaches is carried out at the end of the course.