Comparative analysis of physics teaching in Latin American universities during the COVID-19 pandemic: literature review
DOI:
https://doi.org/10.5281/zenodo.17645813Keywords:
higher education, pandemic, physics educationAbstract
Universityphysics education has historically faced tensions between theoretical transmission, experimental practice, and the development of higher cognitive skills. The COVID-19 pandemic did not create new challenges inthis area, but it did highlight and exacerbate pre-existing problems, such as the lack of established active methodologies, limitations in formative assessment, and an unfavorable student perception of the discipline. The objective of this study is to comparatively analyze how different Latin American universities approached the teaching of physics in remote mode, focusing on four key variables: technological tools, pedagogical approaches, assessment methods, and student perception. The methodological strategy consisted of a literature reviewof studies published between 2019 and 2023 in databases such as SciELO, RedALyC, and institutional repositories, classifying the findings according to thesecategories. The results show that, although digital platforms and simulators (such as Moodle, Zoom, and PhET) became central, profound technological inequalities persisted between countries and regions. At the pedagogical level, active learning initiatives emerged—such as PBL, the flipped classroom, and the CTS approach—with promising results, although not always systematized. Virtual assessments favored more formative approaches, but faced difficulties related to equity and reliability. Finally, student perceptions were mixed: flexibility and asynchronous access were valued, but there were also reports of demotivation and academic overload. Overall, the findings highlight both the limitations and opportunities for moving toward more inclusive and innovative hybrid models in physics teaching in higher education.The hybrid model is a promising approach for physics teaching in higher education, but it requires careful planning and implementation.The challenges identified in this study highlight the need for a comprehensive approach that addresses both pedagogical and technological issues.
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