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

Abstract

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.