Translation of phyisical language into mathematical lenguaje in secondary education: Diagnostic results to support problem-based learning
Keywords:
Mathematical language, Problem-based learning, Physics teaching, Scientific modeling, Secondary educationAbstract
Physics teaching in secondary education presents persistent difficulties in students’ conceptual understanding of phenomena and in transcription of physical language into mathematical language, leading to fragmented learning and the mechanical use of formulas. This study analyzes the relevance of Problem-Based Learning (PBL) as a didactic strategy for strengthening scientific modeling and the mathematical representation of physical phenomena. A primarily quantitative study with a quasi-experimental design and non-equivalent groups was conducted, complemented by a qualitative interpretive analysis of open-ended responses. As an initial phase, a diagnostic pretest was applied to assess conceptual understanding, identification of variables, and mathematical formalization. Since the intervention is still in the implementation phase, the article presents preliminary data derived from the diagnostic stage. The evidence obtained reveals low levels of performance, particularly in conceptual understanding and model construction.
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