Enseñanza de la Física en carreras universitarias: fórmulas, memorización y operatoria algorítmica, versus historia y epistemología.
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| Title: | Enseñanza de la Física en carreras universitarias: fórmulas, memorización y operatoria algorítmica, versus historia y epistemología. |
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| Authors: | de Jesús Alamino Ortega, Diego1 dalaminortega@gmail.com, Aguilar Rodríguez, Yenile1, Chibondo Conde, Ernesto2 |
| Source: | Latin-American Journal of Physics Education. Mar2026, Vol. 20 Issue 1, p1-5. 5p. |
| Subject Terms: | *Memorization, *Teaching methods, *Problem solving, *College teaching, *Physics education, History of physics |
| Abstract (English): | There is a trend in students entering university careers to identify physics with the application of "formulas" and algorithmic problem solving, which is evidenced by the experience of university teachers. It is not to doubt that this manifestation can be related to the Traditional, pragmatic, utilitarian and functional form in which the teaching-learning process of Physics takes place and fundamentally of how the subject is evaluated in previous levels, which leaves practically no traces in the students in terms of understanding physics. The introduction of resources related to the history and epistemology of physics can contribute to changing this scenario. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Se manifiesta en diferentes contextos una tendencia en los estudiantes que ingresan en carreras universitarias a identificar la física con la aplicación de fórmulas y la solución de problemas en forma algorítmica sin llegar a la aprehensión de la física, lo que puede evidenciarse a través de algunas experiencias que se muestran en este trabajo. No es de dudar que esta manifestación se pueda relacionar con la forma tradicional, pragmática, utilitaria y funcional, en que transcurre el proceso de enseñanza aprendizaje de la Física y fundamentalmente de cómo se evalúa la asignatura en niveles precedentes, lo que no deja prácticamente huellas epistémicas en cuanto a la comprensión de la física. Esfuerzos realizados por los autores mediante la introducción de recursos relacionados con la historia y epistemología de la física puede contribuir a cambiar este panorama. [ABSTRACT FROM AUTHOR] |
| Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194797896 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enseñanza de la Física en carreras universitarias: fórmulas, memorización y operatoria algorítmica, versus historia y epistemología. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22de+Jesús+Alamino+Ortega%2C+Diego%22">de Jesús Alamino Ortega, Diego</searchLink><relatesTo>1</relatesTo><i> dalaminortega@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Aguilar+Rodríguez%2C+Yenile%22">Aguilar Rodríguez, Yenile</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chibondo+Conde%2C+Ernesto%22">Chibondo Conde, Ernesto</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Latin-American+Journal+of+Physics+Education%22">Latin-American Journal of Physics Education</searchLink>. Mar2026, Vol. 20 Issue 1, p1-5. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Memorization%22">Memorization</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br /><searchLink fieldCode="DE" term="%22History+of+physics%22">History of physics</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: There is a trend in students entering university careers to identify physics with the application of "formulas" and algorithmic problem solving, which is evidenced by the experience of university teachers. It is not to doubt that this manifestation can be related to the Traditional, pragmatic, utilitarian and functional form in which the teaching-learning process of Physics takes place and fundamentally of how the subject is evaluated in previous levels, which leaves practically no traces in the students in terms of understanding physics. The introduction of resources related to the history and epistemology of physics can contribute to changing this scenario. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Se manifiesta en diferentes contextos una tendencia en los estudiantes que ingresan en carreras universitarias a identificar la física con la aplicación de fórmulas y la solución de problemas en forma algorítmica sin llegar a la aprehensión de la física, lo que puede evidenciarse a través de algunas experiencias que se muestran en este trabajo. No es de dudar que esta manifestación se pueda relacionar con la forma tradicional, pragmática, utilitaria y funcional, en que transcurre el proceso de enseñanza aprendizaje de la Física y fundamentalmente de cómo se evalúa la asignatura en niveles precedentes, lo que no deja prácticamente huellas epistémicas en cuanto a la comprensión de la física. Esfuerzos realizados por los autores mediante la introducción de recursos relacionados con la historia y epistemología de la física puede contribuir a cambiar este panorama. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 5 StartPage: 1 Subjects: – SubjectFull: Memorization Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Problem solving Type: general – SubjectFull: College teaching Type: general – SubjectFull: Physics education Type: general – SubjectFull: History of physics Type: general Titles: – TitleFull: Enseñanza de la Física en carreras universitarias: fórmulas, memorización y operatoria algorítmica, versus historia y epistemología. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: de Jesús Alamino Ortega, Diego – PersonEntity: Name: NameFull: Aguilar Rodríguez, Yenile – PersonEntity: Name: NameFull: Chibondo Conde, Ernesto IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18709095 Numbering: – Type: volume Value: 20 – Type: issue Value: 1 Titles: – TitleFull: Latin-American Journal of Physics Education Type: main |
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