Employing computation to overcome epistemic obstacles in physics education

While the mathematization of physics has been essential to its development, the dominant focus on continuous mathematics can act as an epistemological obstacle in certain educational contexts. This limitation arises when the conceptual frameworks used in teaching physics restrict students’ access to...

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Autor principal: Dutra Shaw, Mateo
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2025
Materias:
computational thinking
computational physics
epistemic obstacle
fall with drag
pensamiento computacional
física computacional
obstáculo epistémico
caída con rozamiento
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2068
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-2068
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic computational thinking
computational physics
epistemic obstacle
fall with drag
pensamiento computacional
física computacional
obstáculo epistémico
caída con rozamiento
spellingShingle computational thinking
computational physics
epistemic obstacle
fall with drag
pensamiento computacional
física computacional
obstáculo epistémico
caída con rozamiento
Dutra Shaw, Mateo
Employing computation to overcome epistemic obstacles in physics education
topic_facet computational thinking
computational physics
epistemic obstacle
fall with drag
pensamiento computacional
física computacional
obstáculo epistémico
caída con rozamiento
author Dutra Shaw, Mateo
author_facet Dutra Shaw, Mateo
author_sort Dutra Shaw, Mateo
title Employing computation to overcome epistemic obstacles in physics education
title_short Employing computation to overcome epistemic obstacles in physics education
title_full Employing computation to overcome epistemic obstacles in physics education
title_fullStr Employing computation to overcome epistemic obstacles in physics education
title_full_unstemmed Employing computation to overcome epistemic obstacles in physics education
title_sort employing computation to overcome epistemic obstacles in physics education
description While the mathematization of physics has been essential to its development, the dominant focus on continuous mathematics can act as an epistemological obstacle in certain educational contexts. This limitation arises when the conceptual frameworks used in teaching physics restrict students’ access to problems that require advanced mathematical tools, particularly differential calculus. In this work, we explore how integrating computation and discrete mathematics can help overcome such barriers, enabling alternative approaches to phenomena that are otherwise analytically inaccessible. As case studies, we examine projectile motion with air resistance, a classical problem whose analytical resolution is too complex for high school students, and the motion of planets around the Sun, whose dynamics are governed by central gravitational forces and are naturally suited to numerical simulation. By implementing the Euler method in a Python program, we are able to accurately simulate the motion using basic programming skills and simple algorithms. This computational approach not only yields reliable results, but also enhances conceptual understanding through dynamic modeling, simulations, and graphical representations. We argue that computation should be regarded not as supplementary content but as a central component of physics education, serving as a bridge between current scientific practices and classroom instruction. This shift also requires updating mathematics curricula to include discrete structures and logic, which would support students’ understanding of computational approaches in physics and other sciences.
publisher IRICE (CONICET-UNR)
publishDate 2025
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2068
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spelling I15-R240-article-20682026-02-26T17:31:03Z Employing computation to overcome epistemic obstacles in physics education La computación como vía para superar obstáculos epistémicos en la enseñanza de la física Dutra Shaw, Mateo computational thinking computational physics epistemic obstacle fall with drag pensamiento computacional física computacional obstáculo epistémico caída con rozamiento While the mathematization of physics has been essential to its development, the dominant focus on continuous mathematics can act as an epistemological obstacle in certain educational contexts. This limitation arises when the conceptual frameworks used in teaching physics restrict students’ access to problems that require advanced mathematical tools, particularly differential calculus. In this work, we explore how integrating computation and discrete mathematics can help overcome such barriers, enabling alternative approaches to phenomena that are otherwise analytically inaccessible. As case studies, we examine projectile motion with air resistance, a classical problem whose analytical resolution is too complex for high school students, and the motion of planets around the Sun, whose dynamics are governed by central gravitational forces and are naturally suited to numerical simulation. By implementing the Euler method in a Python program, we are able to accurately simulate the motion using basic programming skills and simple algorithms. This computational approach not only yields reliable results, but also enhances conceptual understanding through dynamic modeling, simulations, and graphical representations. We argue that computation should be regarded not as supplementary content but as a central component of physics education, serving as a bridge between current scientific practices and classroom instruction. This shift also requires updating mathematics curricula to include discrete structures and logic, which would support students’ understanding of computational approaches in physics and other sciences. Si bien la matematización de la física ha sido fundamental para su desarrollo, el enfoque predominante en la matemática continua puede constituir un obstáculo epistémico en determinados contextos educativos. Este obstáculo surge cuando los marcos conceptuales utilizados para enseñar física limitan el acceso a ciertos problemas, especialmente aquellos cuya resolución requiere herramientas avanzadas del cálculo diferencial. En este trabajo analizamos cómo la inclusión de la computación y la matemática discreta permite superar estas limitaciones, abriendo nuevas posibilidades para el abordaje de fenómenos físicos complejos desde una perspectiva accesible para estudiantes de secundaria. A modo de ejemplo, se estudian el movimiento de proyectiles con rozamiento, un problema clásico cuya resolución analítica resulta inabordable en este nivel educativo, y el movimiento de los planetas alrededor del Sol, gobernado por fuerzas gravitatorias centrales y especialmente adecuado para su simulación numérica. En cambio, mediante la implementación del método de Euler en un programa de Python, es posible simular el comportamiento del sistema utilizando algoritmos sencillos y conceptos básicos de programación. Esta estrategia no solo permite obtener resultados precisos, sino que facilita una comprensión más profunda mediante simulaciones, modelado numérico y visualizaciones gráficas. Sostenemos que la computación, lejos de ser un contenido complementario, debería ocupar un rol central en la enseñanza de la física, actuando como puente entre las prácticas científicas actuales y el trabajo en el aula. Esto requiere, además, actualizar los cursos de matemática incorporando nociones de lógica y matemática discreta que respalden dicha integración. IRICE (CONICET-UNR) 2025-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2068 Revista IRICE; Núm. 49 (2025); e2068 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2068/3448 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2068/3449 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2068/3450 Derechos de autor 2025 Mateo Dutra Shaw https://creativecommons.org/licenses/by-nc-sa/4.0

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