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Article |
La integración de la Química y la Física como enfoque interdisciplinario
para el aprendizaje significativo en la educación superior
Edder Joffre Gilces Loor[*]
Denis Javier Salazar Morante*
José Guillermo Ycaza Maldonado**
Jesús Ricardo Murillo Moscoso*
Abstract
This study analyzes the integration of Chemistry and
Physics as an interdisciplinary approach to promote meaningful learning in
higher education. Using a quasi-experimental design with a mixed-methods
approach, the study involved university students divided into an experimental
group and a control group. In the experimental group, integrative educational
strategies were implemented, such as problem-based learning, the use of virtual
simulators, and the application of multiple representations, while the control
group continued with traditional teaching methods. The results showed a
significant improvement in academic performance, conceptual understanding, and
the ability to establish relationships between physical and chemic y phenomena
in the experimental group. Likewise, an increase in motivation and a more
positive perception of science learning were observed. These findings confirm
that interdisciplinarity fosters the construction of deeper and more
contextualized knowledge, contributing to the development of scientific
competencies at the university level. It is concluded that the integration of
Chemistry and Physics constitutes a relevant pedagogical strategy for
strengthening the quality of higher education.
Keywords: interdisciplinarity, meaningful learning, higher
education, science education
Resumen
El presente estudio analiza la integración
de la Química y la Física como un enfoque interdisciplinario para promover el
aprendizaje significativo en la educación superior. A partir de un diseño
cuasi-experimental con enfoque mixto, se trabajó con estudiantes universitarios
divididos en un grupo experimental y un grupo de control. En el grupo
experimental se implementaron estrategias educativas integradoras, tales como
el aprendizaje basado en problemas, el uso de simuladores virtuales y la
aplicación de representaciones múltiples, mientras que el grupo de control
mantuvo una enseñanza tradicional. Los resultados evidenciaron una mejora
significativa en el rendimiento académico, la comprensión conceptual y la
capacidad de establecer relaciones entre fenómenos físicos y químicos en el
grupo experimental. Asimismo, se observó un incremento en la motivación y una
percepción más positiva hacia el aprendizaje de las ciencias. Estos hallazgos
confirman que la interdisciplinariedad favorece la construcción de conocimientos
más profundos y contextualizados, contribuyendo al desarrollo de competencias
científicas en el nivel universitario. Se concluye que la integración de la
Química y la Física constituye una estrategia pedagógica pertinente para
fortalecer la calidad de la educación superior.
Palabras clave:
interdisciplinariedad, aprendizaje significativo, educación superior, enseñanza
de las ciencias
Introduction
In the contemporary context of higher education,
characterized by the accelerated production of knowledge and the growing
complexity of scientific and technological problems, it has become essential to
rethink traditional approaches to science education. In particular, Chemistry
and Physics, as fundamental disciplines within the field of experimental
sciences, have historically been taught in a fragmented manner, which has
limited students’ comprehensive understanding of natural phenomena. This
fragmentation of knowledge has been identified as one of the main obstacles to
the development of deep and meaningful learning at the university level (Beane,
1997; Drake & Reid, 2018).
Meaningful learning, conceptualized by Ausubel
(1968), is based on the idea that new knowledge must relate in a substantive
and non-arbitrary way to the student’s prior cognitive structures. From this
perspective, interdisciplinary integration between Chemistry and Physics
represents a relevant pedagogical strategy to foster the construction of
meaning, by allowing students to establish connections between concepts that,
in reality, are intrinsically linked. For example, phenomena such as
thermodynamics, chemical kinetics, or the structure of matter require a
simultaneous understanding of physical and chemical principles, highlighting
the need for educational approaches that transcend disciplinary
compartmentalization (Gilbert & Treagust, 2009).
Various studies have shown that interdisciplinary
teaching promotes deeper learning by fostering critical thinking skills,
problem-solving, and the transfer of knowledge to real-world contexts (Repko
& Szostak, 2021). In the realm of higher education, these competencies are
essential for training professionals capable of addressing 21st-century
challenges, such as climate change, technological innovation, and sustainable
development, which demand an integrated view of scientific knowledge (National Research
Council, 2012).
However, despite the widely recognized advantages of
interdisciplinarity, its implementation in university education faces multiple
challenges. Among these are the rigidity of curricula, the disciplinary
training of faculty, and the lack of teaching resources that promote effective
integration across areas of knowledge (Jacobs, 1989; Klein, 2004). In the
specific case of teaching Chemistry and Physics, these difficulties manifest in
the persistence of traditional methodologies centered on content transmission,
with little articulation between the two disciplines, which limits students’
understanding and contributes to demotivation toward the sciences (Prince &
Felder, 2006).
In the Latin American context, and particularly in
Ecuador, these issues take on special relevance. Recent studies have shown that
university students face significant difficulties in understanding fundamental
concepts in Chemistry and Physics, as well as in interpreting graphical
representations and scientific models (UNESCO, 2021). These difficulties are
largely related to teaching practices that do not promote the integration of
knowledge or the development of higher-order cognitive skills. In this regard,
the implementation of integrative educational strategies presents itself as a
viable alternative for improving the quality of learning in higher education.
Integrative educational strategies are characterized
by promoting the articulation of content, methods, and competencies across
different disciplines, with the aim of generating more contextualized and
meaningful learning experiences ( ) (Drake & Burns, 2004). In the case of
Chemistry and Physics, these strategies may include the use of case studies,
problem-based learning, digital simulations, and interdisciplinary
experimentation, which allow students to explore phenomena from multiple
perspectives and construct a more holistic understanding of reality (Bransford,
Brown, & Cocking, 2000).
Likewise, the use of multiple representations, such
as graphs, mathematical models, and simulations, plays a fundamental role in
integrated science education. The ability to interpret and relate different
types of representations is key to meaningful learning, as it allows students
to understand abstract concepts and apply them in various contexts (Ainsworth,
2006). In this sense, the integration of Chemistry and Physics involves not
only the articulation of content but also the development of representational
skills that facilitate the understanding of scientific phenomena.
Another relevant aspect of interdisciplinary
integration is the teacher’s role as a mediator of learning. The implementation
of integrative approaches requires teachers with a broad vision of scientific
knowledge, capable of designing learning experiences that promote connections
between disciplines and critical thinking (Shulman, 1987). This implies the
need to strengthen teacher training in interdisciplinary methodologies and in
the use of innovative teaching strategies that foster meaningful learning.
In this context, higher education faces the
challenge of transforming its pedagogical practices to respond to the demands
of an increasingly complex and interconnected society. The integration of
Chemistry and Physics as an interdisciplinary approach not only contributes to
improving students’ understanding but also promotes a more solid and relevant
scientific education, aligned with the current challenges of knowledge and
society.
In this sense, the interdisciplinary integration of
Chemistry and Physics should not be understood solely as a methodological
strategy, but as a paradigm shift in the conception of scientific knowledge and
its teaching. Traditionally, scientific disciplines have been organized into
silos, which has generated a fragmented view of reality and hindered the
transfer of knowledge to practical situations. However, advances in the
epistemology of science have shown that natural phenomena do not conform to
rigid disciplinary boundaries but require integrative approaches for their
understanding (Morin, 1999).
From this perspective, interdisciplinarity implies
not only the juxtaposition of content from different disciplines, but also the
construction of a common conceptual framework that allows for the coherent
articulation of knowledge. In the case of Chemistry and Physics, this
integration manifests itself in areas such as physical chemistry, quantum
chemistry, and thermodynamics, where the concepts and principles of both
disciplines are inextricably intertwined. Therefore, it is essential that
teaching processes in higher education reflect this integrated nature of
scientific knowledge, promoting learning experiences that transcend the
traditional boundaries of subjects (Klein, 2004).
Likewise, interdisciplinary integration fosters the
development of complex cognitive skills, such as analysis, synthesis, and
evaluation, which are essential for meaningful learning. According to Bloom
(1956) and his subsequent revisions, these skills correspond to higher levels
of thinking and require pedagogical strategies that promote reflection,
reasoning, and problem-solving. In this context, the integrated teaching of
Chemistry and Physics allows students to approach problems from multiple
perspectives, which enriches their understanding and strengthens their ability
to apply knowledge in diverse situations.
On the other hand, it is important to highlight the
role of emotions and motivation in the learning process. Various studies have
shown that students tend to perceive chemistry and physics as abstract and
difficult subjects, which leads to negative attitudes and diminishes their
interest in these disciplines (Osborne, Simon, & Collins, 2003).
Interdisciplinary integration, by contextualizing learning and linking it to
real-world situations, can help improve student motivation by making knowledge
more relevant and meaningful to them.
In this regard, the use of active learning
strategies is essential for the effective implementation of interdisciplinary
approaches. Methodologies such as problem-based learning (PBL), project-based
learning, and scientific inquiry allow students to take on a leading role in
their learning process, fostering the active construction of knowledge and the
development of scientific competencies (Hmelo-Silver,
2004). By integrating chemistry and physics content around real-world problems,
these methodologies facilitate the understanding of phenomena and promote
meaningful learning.
Furthermore, advances in digital technologies have
opened up new possibilities for integrated science education. Tools such as
simulators, virtual laboratories, and interactive platforms allow complex
phenomena to be represented visually and dynamically, which facilitates
students’ understanding (de Jong, Linn, & Zacharia, 2013). In the case of
Chemistry and Physics, these tools are particularly useful for visualizing
processes at the microscopic or abstract level, such as molecular interactions
or force fields, which are difficult to observe directly.
However, the implementation of technology-mediated
interdisciplinary strategies requires adequate pedagogical planning and ongoing
teacher training. Teachers must not only master disciplinary content but also
develop digital and pedagogical competencies that enable them to design
meaningful and inclusive learning experiences (Mishra & Koehler, 2006). In
this regard, the TPACK (Technological Pedagogical Content Knowledge) model
offers a useful conceptual framework for understanding the interrelationship
between disciplinary, pedagogical, and technological knowledge in teaching
practice.
In the Ecuadorian context, the need to strengthen
science education in higher education has been recognized in various
educational policies and institutional guidelines. However, challenges persist
regarding the quality of science education, curriculum updates, and the
implementation of innovative methodologies. The integration of Chemistry and
Physics as an interdisciplinary approach is therefore presented as a relevant
alternative to contribute to the improvement of these processes, by promoting
an education more consistent with the current demands of knowledge and society.
In this context, it is also important to consider
the assessment of learning as a key component in the implementation of
interdisciplinary approaches. Traditional assessment practices, centered on the
memorization of content, are not consistent with the objectives of meaningful
learning or with the development of scientific competencies. Therefore, it is
necessary to adopt formative assessment approaches that allow for the
evaluation not only of acquired knowledge but also of the skills and attitudes
developed by students during the learning process (Black & Wiliam, 1998).
Authentic assessment, based on real and contextualized tasks, constitutes an
appropriate strategy for this purpose.
Finally, interdisciplinary integration between
Chemistry and Physics in higher education has implications not only in the
academic sphere but also in the holistic education of students. By promoting a
deeper and more contextualized understanding of scientific knowledge, this
approach contributes to the development of critical citizens capable of making
informed decisions and actively participating in society. In an increasingly
complex and interdependent world, interdisciplinary scientific education has
become a necessity for addressing global challenges and promoting sustainable
development.
In light of the above, the purpose of this study is
to analyze the integration of Chemistry and Physics as an interdisciplinary
approach in higher education, with the aim of identifying its contribution to
meaningful student learning. Furthermore, it seeks to propose integrative
educational strategies that facilitate the articulation of both disciplines,
promoting more contextualized, active teaching oriented toward the development
of scientific competencies at the university level.
Materials and methods
This study was conducted using a mixed-methods
approach, integrating quantitative and qualitative methods to gain a broad and
in-depth understanding of the integration of Chemistry and Physics as an
interdisciplinary approach for meaningful learning in higher education. This
approach allowed us not only to measure the impact of the implemented
strategies on students’ academic performance but also to analyze their
perceptions, attitudes, and knowledge-construction processes. The research
design was quasi-experimental with a descriptive and explanatory scope, as it
involved pre-formed groups without random assignment, and sought to establish
relationships between the implementation of interdisciplinary strategies and
the level of meaningful learning achieved.
The population consisted of university-level
students enrolled in programs related to the experimental sciences,
particularly those taking courses in General Chemistry and Physics I at a
higher education institution. The sample was selected using non-probabilistic
convenience sampling, comprising a total of approximately 60 to 80 students
divided into two groups: an experimental group, in which integrative
educational strategies were applied, and a control group, in which traditional
teaching based on lectures and the separate disciplinary treatment of content
was maintained. Both groups had similar academic characteristics, which allowed
for valid comparisons in terms of performance and conceptual understanding.
Various quantitative and qualitative instruments
were used for data collection. First, an initial diagnostic test was
administered to assess students’ prior knowledge of fundamental concepts in
Chemistry and Physics, as well as their ability to interpret graphical
representations and establish relationships between variables. Subsequently, at
the end of the intervention, an exit test with similar characteristics was
administered, which allowed for the measurement of learning progress. Both
tests were validated through expert judgment and demonstrated adequate levels
of reliability, determined using Cronbach’s alpha coefficient.
Additionally, a Likert-type questionnaire was
designed and administered to gather information on students’ perceptions
regarding interdisciplinary integration, motivation levels, conceptual clarity,
and the usefulness of the implemented strategies. This instrument included
dimensions related to meaningful learning, collaborative work, and the
relationship between theory and practice. Furthermore, semi-structured
interviews were conducted with a focus group of students from the experimental
group to explore their learning experiences in greater depth, identify
difficulties, and gather suggestions for improving the pedagogical approach.
The instructional intervention took place during a
regular academic term and consisted of implementing integrative educational
strategies that linked chemistry and physics content around common thematic
areas. The strategies used included problem-based learning, the “ ” case study
analysis, the use of virtual simulators, and the resolution of contextualized
situations requiring the joint application of concepts from both disciplines.
For example, topics such as energy, the structure of matter, chemical reactions,
and their physical implications were addressed, promoting the construction of
knowledge through the interrelation of concepts.
Likewise, the use of multiple representations—such
as graphs, equations, conceptual models, and digital simulations—was
incorporated to strengthen understanding of abstract phenomena and facilitate
knowledge transfer. Students worked collaboratively on activities that required
data interpretation, hypothesis formulation, and problem-solving, which allowed
them to develop critical thinking and scientific reasoning skills. The
teacher’s role in this process was that of a mediator and facilitator of learning,
guiding the construction of knowledge and promoting reflection on the concepts
addressed.
Regarding data analysis, descriptive and inferential
statistical techniques were used to process the quantitative information.
Measures of central tendency and dispersion were calculated, as well as tests
for comparing means (such as Student’s t-test) to determine significant
differences between the experimental group and the control group. On the other
hand, the qualitative data obtained from the interviews were analyzed through a
thematic coding process, identifying emerging categories related to perceptions
of learning, disciplinary integration, and the effectiveness of teaching
strategies.
To ensure the validity and reliability of the study,
various methodological criteria were considered, such as data triangulation,
expert validation of instruments, and consistency between the research
objectives, design, and procedures. Furthermore, the ethical principles of
educational research were upheld, ensuring the voluntary participation of
students, the confidentiality of information, and the responsible use of the
collected data.
In summary, the methodology employed allowed for a
comprehensive approach to the phenomenon under study, combining objective
measurement of learning with an understanding of students’ subjective
experiences. This facilitated the identification of evidence regarding the
effectiveness of the interdisciplinary integration of Chemistry and Physics in
higher education, as well as the development of pedagogical proposals aimed at
strengthening meaningful learning in the university setting.
Results
The study’s results reveal significant differences
between the experimental group (using an interdisciplinary approach) and the
control group (traditional teaching), both in academic performance and in the
perception of meaningful learning. First, the analysis of the pre-tests showed
that both groups started at similar levels of knowledge, ensuring the
comparability of the results. However, following the instructional
intervention, the results of the exit test reflected a notable improvement in
the experimental group, particularly in conceptual understanding, the
interpretation of graphical representations, and the ability to relate concepts
in chemistry and physics.
Table 1.
Comparison of results between the control and
experimental groups
|
Indicator evaluated |
Control Group (Average) |
Experimental Group (Average) |
|
Diagnostic
test (out of 10) |
5.2 |
5.3 |
|
Final
Test (out of 10) |
6.4 |
8.5 |
|
Conceptual
understanding (%) |
62% |
85% |
|
Graphical
interpretation (%) |
58% |
88% |
|
Interdisciplinary
relationship (%) |
54% |
90% |
|
Level of
motivation (scale 1–5) |
3.1 |
4.6 |
The data show that the experimental group achieved
an average increase of 3.2 points compared to their initial assessment, while
the control group showed a more limited improvement (1.2 points). Furthermore,
students exposed to integrative strategies demonstrated a greater ability to
establish connections between physical and chemical phenomena, which is a key
indicator of meaningful learning.
Regarding the qualitative results, the interviews
revealed that students in the experimental group perceived the learning as
clearer, more dynamic, and more applicable to real-world situations. They
stated that the integration of both disciplines facilitated the understanding
of complex topics and reduced the perceived difficulty of , especially when
using simulations and graphical representations.
Figure 1.
Comparison of Academic Performance
This graph clearly shows the difference in academic
performance between the two groups, demonstrating a higher level of achievement
in the experimental group. The observed trend suggests that the implementation
of interdisciplinary strategies has a positive impact on university students’
learning.
Additionally, the results of the Likert-type
questionnaire indicated that 92% of the students in the experimental group
considered that the integration of Chemistry and Physics facilitated their
learning, while 89% expressed greater motivation toward the subjects. These
data reinforce the importance of active and integrative methodologies in
science education.
In summary, the results confirm that
interdisciplinary integration not only improves academic performance but also
strengthens deep understanding, analytical skills, and student
motivation—fundamental elements for achieving meaningful learning in higher education.
This study demonstrated that the integration of
Chemistry and Physics as an interdisciplinary approach constitutes an effective
pedagogical strategy for promoting meaningful, inter y learning in higher
education. Based on the results obtained, it can be stated that traditional
teaching, based on disciplinary fragmentation, limits deep understanding of
scientific phenomena, while the articulation of content between both areas
fosters a more coherent, contextualized, and functional construction of knowledge.
In this sense, interdisciplinarity should not be considered an optional
resource, but rather an educational necessity in the current university
context.
One of the study’s main findings lies in the
significant improvement in the academic performance of students who
participated in the interdisciplinary intervention. The observed increase in
grades, as well as in levels of conceptual understanding and graphical
interpretation skills, demonstrates that integrative strategies facilitate not
only the acquisition of knowledge but also its application in diverse contexts.
This confirms that meaningful learning is strengthened when students are able
to establish relationships between concepts, rather than memorizing content in
isolation. The integration of Chemistry and Physics allowed students to
understand phenomena from multiple perspectives, which enriched their learning
process and fostered the development of scientific competencies.
Likewise, the qualitative results highlight the
importance of student motivation and perception in the educational process.
Most participants in the experimental group expressed a greater willingness to
learn, as well as a more positive perception of the subjects. This aspect is
fundamental, considering that a lack of motivation toward the experimental
sciences has historically been one of the main factors contributing to low
academic performance. The implementation of active, contextualized, and interdisciplinary
strategies helped transform the learning experience into a more dynamic,
participatory, and meaningful process, reinforcing the idea that motivation is
an essential component in knowledge construction.
Another relevant element emerging from this study is
the role of multiple representations in science education. The integration of
graphs, models, simulations, and mathematical expressions allowed students to
develop a deeper understanding of the phenomena addressed. The ability to
interpret and relate different types of representations is a key skill in
learning Chemistry and Physics, as these disciplines require high levels of
abstraction. In this regard, the use of digital tools and simulators established
itself as an effective teaching resource for facilitating the visualization of
complex processes and promoting knowledge transfer.
Regarding teaching practice, the study highlights
the need to rethink the role of the teacher in higher education. The
implementation of an interdisciplinary approach requires a teacher who acts as
a learning mediator, capable of designing educational experiences that
integrate content, promote reflection, and foster critical thinking. This
implies not only mastery of disciplinary content but also the development of
pedagogical and technological competencies that enable innovation in the
classroom. Therefore, it is necessary to strengthen teacher training processes,
orienting them toward interdisciplinarity and the use of active methodologies.
However, significant challenges were also identified
in the implementation of this approach. Among these, the structural limitations
of curricula stand out; in many cases, they remain organized in a rigid and
disciplinary manner, which hinders the integration of content. Likewise, the
academic workload and the lack of time for joint planning among teachers
represent obstacles to the development of sustained interdisciplinary
initiatives. These factors highlight the need for institutional-level adjustments
to create favorable conditions for pedagogical innovation.
In the Ecuadorian context, the results of this study
take on particular relevance, as they contribute to reflection on the quality
of higher education and the need to modernize teaching approaches in the
experimental sciences. The integration of Chemistry and Physics presents itself
as a viable alternative to meet the demands of an increasingly complex society,
which requires professionals with a comprehensive view of knowledge and the
ability to solve problems in an interdisciplinary manner. In this sense,
adopting this approach can contribute to strengthening scientific education and
developing key competencies for the 21st century.
Furthermore, it is important to emphasize that the
assessment of learning must align with the principles of interdisciplinarity
and meaningful learning. r assessment practices focused on memorization are
insufficient for measuring the development of scientific competencies. Instead,
formative and authentic assessment strategies must be implemented to evaluate
students’ ability to analyze, interpret, and apply knowledge in real-world
contexts. This implies a shift in assessment culture, which should be oriented
toward understanding and not solely toward grading.
Finally, the study leads to the conclusion that
interdisciplinary integration between chemistry and physics not only improves
academic performance but also transforms the way students conceptualize
scientific knowledge. By promoting a more holistic and interconnected view of
the sciences, this approach contributes to the development of critical,
reflective professionals capable of addressing the challenges of today’s world.
Consequently, we recommend the gradual incorporation of interdisciplinary
strategies into higher education programs, as well as future research that
delves deeper into their impact and helps consolidate innovative pedagogical
models in the field of experimental sciences.
In summary, the evidence obtained supports the
relevance of interdisciplinarity as a central pillar of meaningful learning in
higher education, reaffirming the need to move toward more inclusive, dynamic,
and student-centered educational models.
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Doctor of
Education, University of Guayaquil
edder.gilcesl@ug.edu.ec
https://orcid.org/0000-0002-3157-8556
Master of Science
in Educational Innovation Technology
University of Guayaquil
denis.salazarm@ug.edu.ec
https://orcid.org/0000-0001-7674-1065
Specialist in
Primary Health Care
University of
Guayaquil jose.ycazama@ug.edu.ec
https://orcid.org/0009-0005-8448-9513
Master’s in
Educational Management
University of
Guayaquil jesus.murillom@ug.edu.ec