Strengthening variational and numerical thinking through a STEAM approach in mechanical physics: intervening with systems engineering students
DOI:
https://doi.org/10.61799/2216-0388.2139Keywords:
STEAM approach, variational thinking, numerical thinking, project-based learning, mechanical physics, educational video games.Abstract
This study aims to address the development of variational and numerical thinking in second-semester Systems Engineering students through a STEAM pedagogical strategy applied to mechanical physics content, understanding this area as a privileged space for modeling change and rigorously quantifying real-world phenomena. The central problem identified is the persistent difficulty in connecting abstract mathematical concepts with concrete physical situations, especially when reasoning about instantaneous rates of change, accumulation of quantities, and contextualized numerical sense—an aspect already noted in the literature on teaching mechanics and calculus as an exclusive entry point into engineering programs. A single-group quasi-experimental design with pre- and post-test measurements was implemented, where the intervention consisted of the collaborative development of educational video games about Newton's Second Law, integrating project-based learning with STEAM principles and organizing heterogeneous teams with specialized roles in physics, mathematics, programming, and design. To evaluate the impact of a variational and numerical thinking instrument contextualized in mechanical physics, validated by expert judgment and analyzed with descriptive statistics and the Wilcoxon signed-rank test, given the non-compliance with normality assumptions. To document statistically significant and educationally relevant improvements in the three dimensions evaluated, with large effect sizes in numerical thinking, variational thinking, and articulation of semiotic representations, showing that the STEAM-PBL strategy substantially strengthens fundamental mathematical competencies for the study of mechanics in systems engineering. To project these findings as the basis for a doctoral agenda that delves into the cognitive, affective, and sociocultural mechanisms that mediate the articulation between STEAM, educational video games, and the development of variational and numerical thinking in higher engineering education.
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