Licenciatura en Física
URI permanente para esta colecciónhttp://hdl.handle.net/11349/44
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Ítem La relación con el concepto de energía que establecen los docentes en formación del programa curricular licenciatura en física(Universidad Distrital Francisco José de Caldas) Bernal Escobar, Juan Pablo; Cardona Rodríguez, GiovanniThis research aims to characterize the relationship with the concept of energy established by pre-service teachers in the Physics Teaching Degree Program. To this end, the study begins with an analysis of the historical representations of the concept of energy developed by various authors in the field of physics. Subsequently, the theory of the relationship with knowledge is introduced in order to identify the different types of connections that individuals can construct around this knowledge: epistemic, identity-based, and social. Regarding the methodological framework, a mixed-methods approach was adopted, which included instruments such as the "balance of knowledge," interviews, and a concept inventory. Qualitative data were analyzed using the discursive textual analysis technique, while the quantitative data were examined using Bao’s factor, which made it possible to identify patterns of conceptual development through learning vectors. The results show that the pre-service teachers establish epistemic, social, and identity-related relationships with the concept of energy. Furthermore, the analysis of the concept inventory reveals both progress and setbacks in their understanding of this concept, highlighting the complexity of the learning process surrounding the concept of energy in teacher education.Ítem Secuencia didáctica alrededor del concepto de masa de agujeros negros supermasivos, a partir de la teoría de la acción didáctica conjunta(Universidad Distrital Francisco José de Caldas) Torres Ramírez, Leidy Daniela; Cardona Rodríguez, GiovanniIn the initial training of physics teachers at the undergraduate level, astronomical content, particularly that related to complex objects such as supermassive black holes is scarcely represented in academic programs. This situation is attributed to the abstract nature of the topic, its mathematical demands, and its limited connection to everyday experience, which hinders its integration into university teaching practices. Within the framework of the elective course “Didactic Action in Astronomy”, a didactic sequence was developed to facilitate the conceptual appropriation of this content by future educators. The proposal was structured around three interconnected activities that addressed key notions such as gravitational collapse, stellar evolution, and the calculation of supermassive black hole mass. Its impact was assessed using a General Concept Inventory (GCI) applied before and after the intervention, along with analytical tools such as Hake’s normalized gain coefficient and score-concentration (S-C) graphs. The results showed significant improvements in the conceptual organization of student responses, especially in nine out of fourteen questions, which were positioned in the high-score and high-concentration quadrant. These findings suggest that it is indeed possible to incorporate advanced astronomical content into teacher training, provided that appropriate theoretical frameworks and contextualized teaching strategies are used. The experience allowed for the documentation of learning processes and opened new avenues for further research in astronomy education.Ítem Construcción del saber didáctico para docentes de física en formación: un estudio de caso(Universidad Distrital Francisco José de Caldas) Roncancio Romero , Josué Ernesto; Castiblanco Abril , Olga Lucia; Roncancio Romero, Josué Ernesto [0009-0004-6418-1426]; Castiblanco Abril, Olga Lucia [0000-0002-8069-0704]This paper seeks to characterize the presence of curricular content on physics teaching in Physics degree programs offered by Colombian public higher education institutions. The study examined undergraduate programs at the National Pedagogical University, the Francisco José de Caldas District University, the University of Antioquia, the University of Valle, and a graduate program at the Technological University of Pereira. The research adopted a mixed methodology (qualitative and quantitative) under a case study design. A documentary review of the program curricula was conducted, as well as official documents available on the institutions' websites. This was complemented by a statistical study of the presence of subjects associated with the different training components. The analysis was deepened through structured interviews with the program coordinators, in which the curriculum design process and the justification for the didactic components were investigated. Data analysis was performed using descriptive statistics, as well as categorization of the texts constructed using the ATLAS.ti software. This allowed for a comparative study of discourses and content through the construction of tables, graphs, and diagrams. The results indicate that, although all recognize the importance of didactic training for future teachers, the focus and structure of the curricula vary considerably. Recent adjustments to the curricula have made it possible to respond to emerging needs and strengthen the training of future physics teachers, as it is generally considered that there is still much room for improvement, including the projection of a greater presence of training in physics didactics. Very diverse distributions of intensity were observed among the disciplinary, pedagogical, and didactic components, reflecting different approaches and training intentions. Based on the curricula, it can be inferred that there are separate developments between physics learning and physics didactics. Furthermore, each university understands the meaning of Physics Didactics in a unique way. For example, while the Universidad del Valle has the greatest emphasis on Didactics, the Universidad de Antioquia has zero presence in this component because it includes these topics in the pedagogy component. Meanwhile, the Universidad Distrital Francisco José de Caldas and the Universidad Pedagógica Nacional have a lower intensity compared to the Universidad del Valle, and are roughly the same, but the course titles are different. The graduate program is the only one that presents equal intensity in the disciplinary, pedagogical, and didactic components. When summarizing the topics covered by the courses in this area through the course titles, it is found that they address topics such as classroom activities, technologies, experimentation, language, communication, inclusion, diversity, contexts, school cultures, outreach, pedagogical practice, educational policy, socio-scientific issues, history, philosophy, epistemology, argumentation, critical thinking, and research. However, each university combines all or some of these themes with varying degrees of presence, creating a unique pattern. This reflects current tensions within the physics teaching and research community regarding how to understand the teachability of this field, how to educate professionals to transform their roles and understandings of student learning, and even more so, the boundaries between pedagogy and didactics, or between physics teaching and physics.Ítem Capacitación integral en el proceso de radioterapia clínica desde la perspectiva del físico médico(Universidad Francisco José de Caldas) Preciado Palacios, José Daniel; Infante Luna , Esperanza del Pilar; Rodríguez Gutiérrez , Juan Carlos; Infante Luna, Esperanza del Pilar [0000-0002-8334-2668]This undergraduate thesis was conducted as an internship at Radioterapia Oncología Marly S.A., a leading private institution in oncology services. During the internship, responsibilities related to the Bachelor’s Degree in Physics were carried out in active collaboration with the institution’s Medical Physicists, applying knowledge in the field of radiotherapy. The internship focused on three main aspects: treatment planning, quality control, and the facilitation of education and training for clinical staff through pedagogical tools. In treatment planning, active participation was undertaken throughout the process, from assisting technologists to evaluating and optimizing radiotherapy treatment plans, ensuring their effectiveness and safety. Regarding quality control, the recommendations of TG-198 were implemented and adapted to meet the clinic’s specific needs. This process included daily and monthly testing to ensure the proper functioning of radiotherapy equipment and the precise delivery of prescribed doses to patients. Finally, presentations were conducted focusing on the teaching of key concepts in medical physics applied to radiotherapy and radiation protection, both to enhance personal knowledge and to contribute to the development of the clinical team and patient education.Ítem Caracterización de la comunicación docente de física y estudiante con diversidad visual: Un instrumento para la comunicación asertiva(Universidad Distrital Francisco Jose de Caldas) Castiblanco Jiménez, Nasly Yicel; Infante Luna, Esperanza del Pilar; Infante Luna, Esperanza del Pilar [0000-0002-8334-2668]The inclusion of people with visual disabilities in education is a fundamental commitment that requires the implementation of pedagogical strategies accessible to the entire educational community. However, this commitment has not been fully met. One of the main reasons is the lack of communication between classroom participants. This led to the following question: What are the characteristics of communication between teachers and students with visual disabilities, and what tools facilitate such communication? Based on keywords established according to the problem under investigation, a series of documents were selected, cataloged as undergraduate theses, doctoral theses, and articles, published in Colombia and Brazil. A qualitative research study was conducted using Atlas.ti, employing a structured analysis grid. This allowed for the generation of results through content coding and categorization. This allowed for the identification of fundamental features for assertive communication in order to develop a booklet-type document that presents an alternative for improving communication elements.Ítem Desarrollo de recursos didácticos para el aprendizaje y la enseñanza de fenómenos acústicos en zona rural de Colombia mediante el Programa Viva la Escuela del Ministerio de Educación Nacional(Universidad Distrital Francisco José de Caldas.) Morales Agudelo, Freire Gildardo; Arcos Martínez, Fabio OmarThe internship took place at the Rafael Uribe Uribe Uribe Educational Institution, located in the municipality of El Espinal, Tolima, as a way of obtaining a degree in Physics. This experience was part of the Tutoring Program for Learning and Integral Formation (PTAFI 3.0) of the Ministry of National Education, whose objective is to strengthen educational processes and promote integral development in rural contexts. The main purpose of the internship was to strengthen scientific learning and the development of citizenship and environmental competencies in sixth and seventh grade students. To achieve this objective, a methodology divided into three work axes was structured: classroom accompaniment, center of interest and the CRESE line (Citizenship, for reconciliation, anti-racism, socioemotional and for climate change). In the classroom accompaniment, didactic activities and experimental practices focused on the study of acoustic phenomena were developed, using active methodologies that encouraged exploration and collaborative work. Among the activities carried out were “Pasapalabras de los Derechos Humanos”, acoustic experiences and “Dibuja con un amigo”, focused on strengthening scientific concepts and citizenship skills in a participatory and dynamic context. The center of interest was implemented as a strategy to revitalize the School Environmental Project (PRAE) of the institution. In this space, students participated in activities aimed at caring for the environment, such as the preparation of homemade compost, recycling campaigns and the organization of the Environment Day. These actions promoted environmental awareness and student leadership, making it possible to integrate academic learning with ecological commitment and care for the natural environment. The CRESE line complemented the educational process, focusing on the development of citizenship and socioemotional competencies. Through activities such as “The Wall of Qualities,” reflections on social networks, and dramatizations on conflict resolution, respect, empathy, and peaceful coexistence were promoted among students. These practices made it possible to work on themes related to reconciliation and mutual respect, aligned with the principles of the PTAFI 3.0 program. The results obtained in the development of the internship reflected advances in the understanding of acoustic phenomena, the strengthening of citizenship skills and the environmental commitment of the students. In addition, the center of interest allowed reactivating recycling practices and strengthening the sense of belonging to the natural environment. Likewise, a greater appropriation of the concepts worked on in the classroom was achieved, thanks to the use of active methodologies that facilitated meaningful learning in the students. As for the development of the activities, the students participated in an environment of collaboration and teamwork, which allowed the fulfillment of the objectives set. Classroom work, environmental activities and socioemotional practices were effectively articulated, contributing to the integral development of students in a rural context.Ítem El equilibrio como de enseñanza de la ciencia y música a una comunidad Tikuna en el Programa Todos a Aprender(Universidad Distrital Fransico José de Caldas) Sanabria Pineda, Juan Pablo; Arcos Martínez, Fabio OmarThis report presents a pedagogical account and reflection derived from participation in the Ministry of National Education’s (MEN) program ´´Tutorias para el Aprendizaje y Formación Integral´´ (PTAFI), implemented in the rural Indigenous community of Nazaret, located in the Amazonas region. The program aims to improve educational quality in rural areas by supporting pre-service teachers, with a focus on holistic education. The methodology was based on a social and educational context analysis, a review of national regulations regarding rural and ethnic education, and the implementation of experimental classroom activities. An educational proposal was designed around the creation of a center of interest integrating music and science, specifically through the study of physical balance and sound, as a way to connect scientific knowledge with cultural expression. Key results included improvements in students' understanding of basic arithmetic operations (addition and subtraction), increased engagement in musical and scientific activities, and a better comprehension of physical phenomena such as balance. Structural challenges faced by the community—such as infrastructure and accessibility—were also identified. The study concludes that the integral and context-sensitive approach strengthened learning from an intercultural perspective, emphasizing the importance of connecting science with artistic expressions rooted in the local environment. It also highlights the need to care for community infrastructure and to reflect on the impacts of climate change in the Amazonas region.Ítem "Las maravillas de la luz y los colores”, en el contexto de la educación rural(Universidad Distrital Francisco José de Caldas) Torres Novoa, Natalia; Arcos Martínez, Fabio Omar; Olaya, Alba del CarmenThis document arises from the development of an internship in the framework of the Tutoring Program for Learning and Integral Formation (PTAFI 3.0), proposed by the Ministry of National Education, which seeks to close the gaps between rural and urban education through contextualized pedagogical strategies. This internship was carried out at the Marco Antonio Quijano Rico Integrated Educational Institution, located in the municipality of Sogamoso, Boyacá, in a rural environment characterized by geographic dispersion and limited socioeconomic conditions. In this context, pedagogical activities focused on the teaching of science (physics) were designed and applied, integrating the guidelines of the National Plan for Reading, Writing and Orality (PNLEO) and the CRESE strategy. The work was based on a regulatory and pedagogical framework that recognizes education as a fundamental right, emphasizing inclusion, quality, relevance and comprehensive education in rural contexts. It was based on policies such as the Ley General de Educación, Plan Nacional de Desarrollo “Colombia Potencia Mundial de la Vida”, Proyecto de Educación Rural, Ley Cero a Siempre and the Escuela Nueva model. These policies orient rural education towards pedagogical approaches such as multi-grade classrooms and contextualized teacher strengthening. The methodology of the internship was based on the reading of the context of the different rural sites that make up the educational institution, considering geographical, social and cultural factors in order to plan activities that respond to the particularities of the territory. Priority was given to the use of active strategies, simple and accessible resources, and the participation of students as protagonists of the process. The activities implemented focused on optical phenomena through three experiences: refraction in bottles, decomposition of light with a CD and flashlight, and observation of the natural environment with magnifying glasses, in an experience called “Little Scientists”. These experiences allowed students to observe and describe physical phenomena in a practical and meaningful way, integrating choral reading and writing as part of the formative process. In the multi-grade classrooms, guides were adapted to include coloring, tracing and oral expression exercises, strengthening cognitive, motor and social skills. The activities responded to the students' interests and favored collaborative work between different ages and grades. In addition, workshops related to emotions were implemented, integrating the socioemotional line of the CRESE component. In the interpretation of the results obtained from the activities, there was a high level of participation, interest and appropriation of the concepts by the students. The guides designed and the use of accessible materials facilitated understanding and encouraged autonomy. The oral and written interventions made it possible to evaluate the comprehension of the content and to observe significant progress in oral expression, reading and writing. Challenges were also identified, such as lack of time, limited teacher availability and logistical limitations of access to rural sites. However, the process was enriching for both the students and the teacher in training. In conclusion, the report shows how it is possible to bring the teaching of scientific content to the rural context through contextualized, participatory and creative pedagogical proposals. PTAFI 3.0 is an opportunity to strengthen education, promote comprehensive training and redefine the role of the teacher as a learning companion.Ítem Enseñanza de la matemática aplicada a la física básica para la preparación de las pruebas Saber Pro 11 desde el constructivismo(Universidad Distrital Francisco José de Caldas) Moreno Arias , Yhon Franklin; Mosquera Suárez , Carlos Javier; Mosquera Suárez, Carlos Javier [0000-0001-8640-0803]This final report presents the development and results of the virtual internship carried out at the "Instituto Bolivariano Esdiseños," focused on the area of mathematics. The main objective of the internship was to design and implement pedagogical strategies based on the constructivist approach, aimed at teaching mathematics applied to basic physics, with an emphasis on preparation for the Saber Pro 11 exams.Ítem Diseño de un contenedor para el almacenamiento de fuentes de cobalto-60 en desuso mediante simulaciones de Monte Carlo en la planta de irradiación gamma del Servicio Geológico Colombiano(Universidad Distrital Francisco José de Caldas.) Ossa Varón, Santiago; Munévar Espitia, Edwin; Munévar Espitia, Edwin [0000-0002-0578-7717]The Colombian Geological Survey, attached to the Ministry of Mines and Energy, possesses twelve Cobalt-60 sources acquired in 1993 that have reached the end of their service life and are currently stored temporarily at the Gamma Irradiation Plant. Since the reactivation of this plant is planned, it is necessary to remove the sources. Therefore, the Survey seeks to establish a computational process for managing disused radioactive sources, in the absence of repatriation options. This undergraduate thesis aims to design and optimize a shielding container through Monte Carlo simulations, minimizing the absorbed doses for both the shielding and occupationally exposed workers. The methodology included five phases: training in the simulation tool, review of national and international regulations, analysis of relevant physical processes, validation of the tool, and finally, implementation of the container model. Among the most relevant results is the analysis of Cobalt-60 behavior and the comparison between different simulation models using discrete and generic sources, showing physical equivalence and computational differences. During the validation process, the consistency of the Linear Attenuation Law was demonstrated between monoenergetic beams and equivalent bi-energetic beams (1.17 MeV + 1.33 MeV), with percentage errors compared to NIST data of 0.8 % in lead and 0.73 % in aluminum. Finally, the model allowed for the adaptation of the Linear Attenuation Law to a cylindrical coordinate system, achieving shielding thicknesses with uncertainties below 20 %, within the limits accepted by radiological protection standards. This enables the proposal of a safe container design tailored to the specific needs for the removal of the sources.Ítem Fortalecimiento de la educación STEM en el Liceo Femenino de Cundinamarca Mercedes Nariño: innovación a través del pensamiento computacional y la física aplicada(Universidad Distrital Francisco José de Caldas) Sierra Díaz, Natalia Valentina; Arcos Martínez , Fabio OmarThis undergraduate thesis compiles the experiences, learnings, and results obtained during the internship carried out at the Liceo Femenino de Cundinamarca Mercedes Nariño, an institution that is part of the "Bogotá Territorio STEM" program. The main objective was to analyze and strengthen the implementation of the STEM approach (Science, Technology, Engineering, and Mathematics) in the field of physics through the design and execution of activities focused on thermal physics and kinematics. These activities were designed from the perspective of active learning, interdisciplinarity, and the development of computational thinking, aiming to promote innovative, contextualized, and transformative teaching. The research was conducted using a qualitative approach, based on participant observation, the analysis of pedagogical evidence collected during the classes (field journals, didactic materials, students’ work), and a structured interview conducted with the lead teacher Alexis Orjuela Cortés, with whom the internship was closely coordinated. This methodology made it possible to deeply understand how the STEM approach is experienced within the institution, identifying strengths, challenges, and opportunities for improvement. During the internship, a variety of pedagogical activities were carried out to apply the STEM approach in the classroom. Among the most notable were the development of projects for the Science Week, such as an automated greenhouse using sensors and programming with the micro:bit microcontroller; the implementation of POE-type activities (Prediction, Observation, and Explanation); participation in the STEM Olympiads; and the design of ten didactic activities per grade (eighth and ninth), adapted to the institutional curriculum and aligned with the principles of the STEM framework. In total, the initiative impacted over 200 students, fostering their interest in science and strengthening key 21st-century skills. The results obtained show that the role of the teacher within the STEM approach changes significantly. The teacher is no longer seen as a mere transmitter of knowledge but rather as a facilitator of learning, a designer of educational experiences, and a researcher of their own practice. This professional transformation aligns with what Wing (2006) proposes regarding the incorporation of computational thinking as a transversal skill. Furthermore, it was identified that the STEM approach promotes gender equity in access to careers in these areas of knowledge, a priority highlighted by international organizations such as the UNDP (2023). Given that the institution is female-only, it became evident how STEM activities can motivate students to explore fields traditionally dominated by men, thus contributing to reducing gender gaps in science and technology. In conclusion, this undergraduate thesis represents an educational innovation experience that bridges theory and practice in a real-world context. Through the STEM approach, it was possible to integrate scientific knowledge with programming and digital tools, strengthening critical thinking, problem-solving, and student autonomy. This experience not only demonstrates how the STEM framework enriches learning but also shows its relevance in addressing the current challenges of education, preparing students for an increasingly complex, dynamic, and technology-driven world.Ítem Aire en acción y otras actividades educativas como estrategia para la formación integral en el programa PTA/FI 3.0(Universidad Distrital Francisco José de Caldas) Garzon Pardo, Adriana Julieth; Arcos Martínez, Fabio OmarThis thesis presents the pedagogical experience developed within the framework of the Tutoring Program for Comprehensive Learning and Training (PTA/FI 3.0), an initiative of the Colombian Ministry of National Education that seeks to transform schools into spaces for human development, inclusion, and equity, with an emphasis on rural and vulnerable institutions. The intervention was carried out at the San Luis Educational Institution, located in Duitama (Boyacá), where teaching strategies were designed and implemented aimed at teaching physical phenomena associated with air, integrating science with artistic and inquiry-based activities. The central objective was to contribute to strengthening students' scientific, civic, and socio-emotional skills through a comprehensive, active, and contextualized educational approach. The methodology employed was qualitative, based on the principles of action research. It began with an assessment of the school context, the identification of learning needs, and joint planning with educational stakeholders. Subsequently, practical activities grouped under the theme "Air in Action" were designed and implemented at the Science and Technology Interest Center. The educational sessions included experiences such as "Crazy Wigs," "The Blowing Cloud," "Homemade Faucet," "Sound Journey," "Energy Transformation," and "Balloon-Powered Car," among others. Accessible and recyclable resources were used, which facilitated knowledge acquisition through exploration, observation, and critical reflection. The activities were adapted to different grades, from first to seventh, responding to the educational standards of the Ministry of National Education and promoting meaningful and experiential learning. The results show that the students were able to clearly understand physical concepts such as force, pressure, energy transformation, and the properties of air, applying them to their reality. Their interest in science increased, as did their communication, collaboration, and critical thinking skills. Additionally, creative expression was strengthened through artistic activities, which allowed them to connect scientific knowledge with everyday life. This proposal not only contributed to academic learning but also to the children's personal and social development, thus fulfilling the goals of holistic education proposed by the PTA/FI 3.0 program. Regarding teaching practice, the experience allowed the teacher's role to be redefined as an active mediator of knowledge, facilitating innovative, situated, and student-centered pedagogical processes. It also demonstrated the value of active and experimental methodologies in teaching physics, especially in rural contexts with limited resources. The intervention reaffirms that transformative education must recognize the knowledge of the territory, encourage participation, and adapt to the characteristics of the environment, promoting educational equity. Furthermore, the interaction between school, community, and university was key to strengthening the relevance of pedagogical actions and projecting them toward social change. In conclusion, the work demonstrates that it is possible to improve educational quality through creative, relevant, and holistic pedagogical proposals. The implementation of "Air in Action" as a strategy for teaching physics in primary and secondary education has helped spark interest in science, foster diverse abilities, and transform children's traditional perceptions of education. This experience provides a possible path for other similar contexts, where access to knowledge becomes an effective, relevant, and transformative right.Ítem Creación de vehículos con materiales PET y otras actividades educativas en el contexto de la educación rural en el marco Programa de Tutorías para el Aprendizaje y la Formación Integral (PTA/FI 3.0)(Universidad Distrital Francisco José de Caldas) Barajas Bravo, Karen Giseth; Arcos Martínez, Fabio OmarThis document addresses the challenges faced by rural educational institutions in Colombia in ensuring meaningful science education, particularly in contexts with structural and pedagogical limitations. It focuses on the Quebrada de Becerras Educational Institution (QUEBEC) located in Duitama, Boyacá. This study was carried out within the framework of the Tutoring Program for Learning and Comprehensive Training (PTA/FI 3.0) of the Ministry of National Education, with the aim of implementing alternative methodologies to overcome traditional teaching approaches. The work began by acknowledging the marked inequalities between urban and rural education in Colombia, grounded in policies such as the General Education Law and the National Development Plan 2022–2026. The pedagogical model of Escuela Nueva and the CRESE approach—which integrates civic, environmental, and socio-emotional dimensions—were adopted to design experimental activities under the "EcoScientists" Interest Center. The proposal sought to transform physics teaching through contextualized strategies, such as building vehicles using recycled PET materials, allowing students to understand scientific concepts based on their daily realities. Methodologically, the research followed a qualitative-descriptive approach organized into three main phases. Initially, a diagnosis of the institution's social, cultural, and educational context was conducted. Subsequently, activities adapted to different grade levels (from first to ninth) were designed using accessible materials such as PET bottles, rubber bands, and solar cells. Finally, interactive laboratory scripts were implemented, incorporating active methodologies such as problem-based learning, allowing students to explore concepts like force, energy, and motion in a practical and meaningful way. The results showed significant progress in various aspects. A notable increase was observed in student motivation and participation in natural science classes, as well as a better understanding of physical phenomena through direct experimentation. The activities fostered the development of basic scientific skills such as hypothesis formulation and critical analysis, while also promoting environmental values through the recycling and reuse of materials. Particularly noteworthy was the transformation of the classroom into a dynamic space for creation and research, breaking away from traditional rote learning models. This experience demonstrates that the PTA/FI 3.0 approach, complemented by strategies such as Interest Centers and interactive laboratories, constitutes a viable alternative for improving educational quality in rural contexts. Among its main achievements are its adaptability to the environment, low implementation cost, and the comprehensive strengthening of student competencies. However, the study also identified ongoing challenges, such as the need for greater teacher training in active pedagogies and overcoming infrastructural limitations. The findings suggest that this model could be replicated in other institutions with similar characteristics, thus offering a concrete response to the challenges faced by rural education in Colombia.Ítem Ondas en juego y otras actividades educativas en el contexto de la educación rural(Universidad Distrital Francisco José de Caldas) Mora Mata, Carlos Alberto; Arcos Martinez, Fabio OmarThis report systematizes the process and outcomes of the pedagogical practicum carried out within the framework of the "PTA/FI 3.0" Program (Tutoring for Learning and Integral Formation), led by the Ministry of National Education. The practicum was developed at the Institución Educativa Pedregal Alto in the municipality of Sutamarchán, Boyacá. The objective was to design and implement didactic activities aimed at strengthening both the academic competencies and the socioemotional skills of students, through a critical, holistic, and context-sensitive lens grounded in the rural setting. The initial phase focused on the legal and pedagogical framework of rural education in Colombia, exploring differentiated policies aimed at promoting equity in historically marginalized territories. The General Education Law and related decrees were reviewed, with special emphasis on the role of PTA/FI 3.0 as a tool to ensure relevant educational processes in rural contexts. The document also analyzes the proposal of Poder Pedagógico Popular (Popular Pedagogical Power), as an initiative that transforms the traditional role of schools and promotes contextualized, critical education committed to territorial autonomy and social justice. The practicum focused on the Basic Learning Rights in Natural Sciences for sixth and seventh grades, with an emphasis on physics topics such as optics, magnetism, and measurement. These contents were used to foster observation, analysis, and experimentation skills, with the goal of generating meaningful learning. The proposal was inspired by the Escuela Nueva model, which has redefined pedagogical practices in rural areas and serves as an important foundation of the PTA/FI 3.0 program. The project was articulated with the PTA/FI 3.0 and Viva la Escuela programs to help reduce learning gaps exacerbated by the pandemic. A dialogical approach was adopted, recognizing all members of the educational community as knowledge bearers and co-constructors of situated knowledge. A key strategy was the incorporation of the CRESE approach (Citizenship for Reconciliation, Anti-Racist, Socioemotional, and Climate Change Education) and the integration of various knowledge areas through the Center of Interest “Mathematics – Waves at Play.” This articulation aimed to foster meaningful learning, motivation, curiosity, and adaptation to various educational levels and contexts. The comprehensive development of students was prioritized, taking into account their interests, experiences, and environment. Based on initial diagnostics, pedagogical proposals were adjusted to effectively align with the institution's needs. The project was also implemented in the rural branches of I.E. Pedregal Alto (Ermitaño, La Esperanza, El Cedro, and Resguardo), facing challenges such as road infrastructure and promoting the active participation of the educational community. Based on this work, three core categories were defined to synthesize the experience: 1.Strengthening of scientific competencies and situated socioemotional skills. 2.Consolidation of safe environments for learning and emotional development. 3.Recognition of the territory and its specific needs. This pedagogical project, in alliance with PTA/FI 3.0, was consolidated as a student-centered proposal rooted in the sociocultural context, promoting relevant learning and life skills. The progress made highlighted the importance of including vocational guidance processes and reaffirmed the teacher’s role as a mediator and committed guide in the social transformation of the school.Ítem Integración de la programación en Python en un proceso de desarrollo del pensamiento físico-matemático para el aprendizaje del fenómeno de la caída de los cuerpos(Universidad Distrital Francisco José de Caldas) Maldonado Aponte, David Steven; Castiblanco Abril, Olga Lucia; Castiblanco Abril, Olga Lucia [0000-0002-8069-0704]This study designed, implemented, and analyzed a process for developing physical and mathematical thinking in teaching the phenomenon of falling bodies in secondary education. The proposal was structured in three phases: a phenomenological approach, system observability, and the construction of an explanatory model using Python programming. The research, conducted with 11th-grade students over a period of six months, adopted a mixed-methods approach and included analysis of logbooks and questionnaires. The results show an evolution in student explanations: from ideas centered on weight as a determinant of the fall, to understandings that integrate variables such as shape, air resistance, and constant acceleration. It is concluded that computational modeling, combined with a prior process of phenomenological exploration and qualitative analysis, favors the construction of scientific explanations and the development of skills such as observation, characterization, interpretation, and argumentation.Ítem Actividades para la enseñanza de los rayos x bajo el uso del tomógrafo del laboratorio de física de la Universidad Distrital Francisco José de Caldas(Universidad Distrital Francisco José de Caldas) Patilño Guevara, Rhonal Smith; Arcos Martínez , Fabio OmarThis thesis presents the design and implementation of educational activities aimed at teaching radiation-matter interaction through the use of the X-ray tomograph in the physics laboratory of the Francisco José de Caldas District University. With a qualitative and interpretive approach, pedagogy based on the inquiry-based teaching methodology, integrating physical foundations, historical facts and X-ray didactics focused on computational tomography, two manuals were built, one complete and the other summarized and practical for the uses and operation of the tomograph, a kit of materials with different properties was also created for use in the tomograph. A sequence of three activities focused on the study of the same was developed and applied to a control group and evaluated through a questionnaire and feedback, evidencing progress in the understanding of key concepts in modern physics. The study proposes an innovative and contextualized route for university teaching in modern physics with applications in medicine, engineering and materials sciences, among others.Ítem Caracterización de la divulgación científica: reflexiones de diversos actores(Universidad Distrital Francisco José de Caldas) Suárez Núñez, Diego Andrés; Castiblanco Buitrago , Santiago; Reyes Roncancio , Jaime Duván; Reyes Roncancio, Jaime Duván [0000-0002-9229-1196]Using a qualitative approach and semi-structured interviews, this study analyzes five key categories to characterize scientific dissemination: perspective, characteristics, challenges, relationship with society, and connection with education. The findings highlight that scientific dissemination is an essential tool for democratizing knowledge, fostering scientific culture, and promoting both formal and informal education. Additionally, obstacles such as lack of resources, social disinterest, and linguistic barriers are identified as limiting its reach. To overcome these challenges, strategies such as the use of metaphors, the integration of accessible narratives, and the strengthening of links between science and society are proposed. The research underscores the need for rigorous, accessible, and audience-adapted scientific dissemination, emphasizing its capacity to promote critical thinking, bridge knowledge gaps, and encourage civic engagement in scientific issues. These conclusions contribute to the theoretical and practical debate on scientific dissemination, offering guidelines that reinforce its role as a bridge between specialized knowledge and society in a global context.Ítem Actividades para la enseñanza de los rayos x bajo el uso del tomógrafo del laboratorio de física de la Universidad Distrital Francisco José de Caldas(Universidad Distrital Francisco José de Caldas) Patiño Guevara , Rhonal Smith; Arcos Martínez , Fabio Omar; https://orcid.org/0000-0002-5816-1849The work was developed with the objective of creating resources and didactic activities that include the study of the physical phenomenon of radiation-matter interaction through the X-ray tomograph of the physics laboratory of the Universidad Distrital Francisco José de Caldas, focused on the teaching of modern physics, using the methodology of inquiry-based learning that starts from a series of questions that lead to the construction of physical references, the exploration of the device, the construction of materials and their testing. This learning around the physical processes of the interaction of X-rays with matter with the tomograph, allowed the construction of two manuals for its use, one for quick reference and another more extensive, a kit of materials (25) was created for its application in the tomograph, with several explanatory videos, along with three activities that can be carried out using the device, all focused on teachers of modern physics. In addition, a format for assessing knowledge related to modern physics was created. As well... This work can be a source for other works that allow to expand the possibilities of the use of the tomograph since it can explore the construction of tomographies with different algorithms from digital radiographs at different angles. In the creation of a device with safety protocols in the emission of X-rays, also in the different types of radiation detection. The possibility of modifying the different activities in teaching in different problems that the population has, among others. Finally, there are a large number of tools that are applied in teaching and research and that contribute to the development of the community of physics teachers, which was one of the results we expected in the development of the degree work.Ítem Caracterización de microcalcificaciones mediante técnicas de absorción y de contraste de fase aplicadas a simulaciones del fantoma CIRS 015Sánchez Castiblanco, Tatiana Andrea; Herreño Fierro, César Aurelio; Herreño Fierro, César Aurelio [0000-0003-2394-4322]This study compared two techniques applied in mammography for the detection of breast lesions. Simulations were carried out in the McXtrace software using five regions of the CIRS 015 phantom, each containing six spherical microcalcifications of aluminum oxide (Al2O3) arranged in a polymethyl methacrylate (PMMA) matrix in the shape of a pentagon. The conventional absorption-based technique and the free-space propagation-based phase contrast technique were evaluated through the figure of merit, the contrast-to-noise ratio (CNR), and the calculation of the estimated absorbed dose. To do this, five metal filters (rhodium, aluminum, palladium, silver, and molybdenum) with different thicknesses were individually implemented to adjust the X-ray energy spectrum. The results demonstrated the superiority of the phase contrast technique in terms of image quality and reduction of absorbed dose. The CNR values were higher in the phase contrast technique, especially for larger diameter microcalcifications, gradually decreasing for smaller diameters. The 0.1 mm molybdenum filter was identified as the most effective in terms of these parameters. These findings highlight the importance of adopting advanced technologies in mammography to improve diagnostic accuracy and reduce radiation exposure, thus promoting future research into more effective and safer mammographic imaging.Ítem Descripción estadística de la concentración de Óxidos de Nitrógeno (NOx) en el sector de San Cristóbal, Bogotá D.C., durante el periodo 2019-2022 mediante datos proporcionados por la RMCAB(Universidad Francisco Jose de Caldas) Velandia Sierra, Julieth Paola; Forero Chacón, Nelson Libardo; Forero Chacón,Nelson Libardo [0000-0003-2301-8732]The present work focuses on the statistical description of the concentration of nitrogen oxides (NOx) in the locality of San Cristóbal, Bogotá D.C., between the years 2019 and 2022. The data were obtained from the Bogotá Air Quality Monitoring Network. NOx are pollutants that have a negative impact on both the environment and human health, hence the importance of studying their behavior in detail. For this purpose, the annual concentrations of pollutants were taken into account and statistical techniques were used in Labview software, which allowed processing and visualization of such information. On the other hand, this work also presents the main NOx emitting sources and the current limits for their control. Based on the results, it is expected to contribute to the behavior of NOx in the study area and at the same time present inputs for the implementation of emission mitigation measures.