Transformación pedagógica en la enseñanza de matemáticas y física en la educación superior: integración, desafíos y oportunidades de la computación científica
DOI:
https://doi.org/10.63688/czrqev25Palabras clave:
computación científica, enseñanza de las matemáticas, enseñanza de la física, educación superior, transformación pedagógicaResumen
La educación superior atraviesa un proceso de renovación que demanda superar las prácticas tradicionales empleadas en la enseñanza de las matemáticas y la física. En este escenario, la computación científica ofrece recursos como simulaciones, lenguajes de programación, métodos numéricos, modelización y visualización de datos, los cuales facilitan la comprensión y aplicación de contenidos complejos. El objetivo de esta investigación fue analizar la integración de la computación científica en la enseñanza universitaria de ambas disciplinas, considerando sus aplicaciones, desafíos y oportunidades, así como su aporte a la transformación pedagógica y al desarrollo de competencias científicas, digitales y cognitivas. Metodológicamente, se realizó una revisión sistemática de la literatura siguiendo las directrices de la declaración PRISMA 2020, lo que permitió identificar, seleccionar, organizar y sintetizar rigurosamente la evidencia disponible. Los resultados mostraron que estas herramientas acercaron la teoría a situaciones concretas, facilitaron la comprensión de conceptos abstractos y promovieron una participación más activa del estudiantado. Se concluyó que la computación científica fortaleció el razonamiento lógico, el análisis y la resolución de problemas, favoreciendo una enseñanza más práctica, dinámica y acorde con las necesidades actuales de la formación universitaria.
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Derechos de autor 2026 Clemente Aguilar Galicia, Olga Leyva Juárez Osorio (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
