arXiv subjects

Mauricio Echiburu

Publications and source records attributed to Mauricio Echiburu.

4 recordsLinked to original sources

arXiv2026

Kinematics in Context: The Record Jump of Huaso and Larraguibel as a Teaching Resource for Physics

In 1949, Captain Alberto Larraguibel and his horse Huaso set the world record for equestrian high jump in Viña del Mar, Chile, by clearing a height of 2.47 meters, a mark that remains unbeaten. This work proposes the use of this historical event as a teaching resource for physics, integrating perspectives from biomechanics and veterinary medicine. Based on the analysis of an audiovisual record of the jump, a kinematic model is developed using the \textit{Tracker} software, determining variables such as displacement, velocity, and acceleration of the horse--rider system. The results make it possible to reflect on the biomechanical and physiological factors involved in animal performance, thus linking physics with real biological processes. It is proposed that this interdisciplinary approach, based on authentic cultural and scientific contexts, may promote meaningful learning, motivation, and a more comprehensive understanding of natural phenomena in science education.

physics.ed-ph↗

arXiv2026

Using Educational Comics in Physics Teaching for Chemistry and Biochemistry Students: Impact on Motivation and Domain-Specific Conceptual Gains

This study investigates the impact of educational comics as an active learning strategy in physics workshops for undergraduate students in Chemistry and Pharmacy and Biochemistry during the second semester of 2025. Conceptual understanding was assessed using the Force Concept Inventory (FCI), and student motivation and attitudes toward physics were evaluated through a Likert-type survey administered in pre- and post-test formats. The results show an average normalized gain of g = 0.21 on the FCI, corresponding to a low-to-medium range according to physics education research. A higher gain is observed in items directly related to the intervened content (g = 0.23) compared to non-intervened items (g = 0.19), suggesting that instructional design influences domain-specific conceptual development. At the motivational level, improvements are observed in student interest, self-efficacy, and perceived usefulness of physics, along with a reduction in negative emotional responses toward the subject. These findings indicate that educational comics can serve as an effective pedagogical scaffold, promoting positive learning dispositions and supporting targeted conceptual development in non-physics undergraduate contexts.

physics.ed-ph↗

arXiv2023

Teaching physics in real-life contexts: The Beirut explosion

Teaching physics in real-life contexts continues to be a challenge for teachers at different educational levels. In this article, three Context-Rich Problems are proposed to be implemented in the classroom for higher education, using the explosion that occurred in Beirut as a case study. These problems require the search and analysis of real data, integrating technologies as tools to learn physics. In particular, the analysis of images, videos, maps and audio recordings is suggested. The proposed activities are designed to promote active learning of classical mechanics subjects and the development of collaborative skills. The results of each problem allow a discussion based on scientific evidence in the classroom.

physics.ed-ph↗

arXiv2020

Motion analysis of kinetic impact projectiles for physics education in real context

The article presents a proposal to contextualize the study of movement in first courses of university physics, as a contribution to decision-making in situations of a social nature. For this, the case of the use of kinetic impact projectiles and the actual data provided by official sources is considered. This information is used in an object motion model describing the kinematic characteristics of a spherical projectile (a rubber bullet). For these purposes, a number Reynolds Re >> 1 was used, which allows applying a nonlinear motion equation to find the velocity and impact energy per unit area of projectile. Results and analysis of this model can generate an interesting discussion in the classroom about the need to build protocols for the use of kinetic impact projectiles, and the importance of using scientific knowledge in social conflicts.

physics.ed-ph↗