CURRICULAR INTEGRATION OF PHYSICS AND MATHEMATICS IN A CHALLENGE BASED LEARNING ENVIRONMENT

In general, the contents of the subjects of physics and mathematics have little or no relation between them. Thus, the possibility of the student developing analysis skills from two different perspectives, which are usually complementary, is lost. As consequence, their ability to solve complex problems is reduced.

Factors that affect the academic performance are lack of mastery of basic prerequisites, the low applicability of physics and mathematics courses, the excesive use of algorithmic methods, and the sparse use of real, challenging problems.

On the other hand, there are changes in methodologies for the teaching of science that incorporate the systematic use of technology and new didactic techniques. With technology it is possible to accelerate the learning of physical and mathematical concepts through platforms and social networks. The new didactic tendencies suggest to use challenges or real problems of our society that motivate the student to propose solutions based on their knowledge and skills.

One of these didactic techniques is challenge-based learning. This methodology is experiential and motivating for students. Besides, curriculum integration has shown its strengths in the teaching of basic sciences because it is a teaching-learning modality that adequately incorporates the use of technological tools and didactic techniques.

The proposal of this work is to show the curricular integration scheme followed when considering courses in the areas of physics and mathematics that are taught in the Tecnológico de Monterrey engineering careers. The methodology used was the learning based on challenges where a real situation is the origin of learning modules and problems of support. The scheme was implemented in the January-May and August-December 2016 semesters in the integrated blocks of Differential Calculus with Mechanics, Integral Calculus with Thermodynamics, and Vector Calculus with Electricity and Magnetism. For the project,130 students participated in this experience. The challenges students solved were related to the dissemination of science in low resources elementary schools.

Finally, It will be shown some results obtained in the development of transversal competences and disciplinary knowledge in students.