As constructivist learning paradigms continue to evolve, the flipped classroom has been increasingly adopted in physics education. Nevertheless, systematic investigations that examine the relationship between instructional design, learning activities, and student outcomes remain limited, particularly in explaining the mechanisms underlying its effectiveness. This study presents a systematic literature review of 23 empirical studies to analyze how variations in instructional design relate to student learning outcomes. The results show that the flipped classroom is generally associated with improvements in cognitive outcomes, such as conceptual understanding, critical thinking, and problem-solving, as well as affective outcomes including motivation and engagement. However, these effects are not inherent to the approach itself; rather, they depend on the coherence and quality of instructional design. In particular, in-class activities that emphasize collaboration, inquiry, and problem-solving play a central role in supporting meaningful learning, while pre-class activities serve as a preparatory phase whose effectiveness depends on their alignment with in-class processes. Overall, this study highlights the importance of instructional design in shaping the effectiveness of the flipped classroom and offers practical implications for the development of more effective physics instruction.

This study explored various dimensions of student intuition in physics learning, specifically the factors affecting intuition, roles of intuition, and various misconceptions produced by intuition. Employing a systematic literature review (SLR) framework, the study addressed three research questions (RQs) and five mapping questions (MQs). The review spanned an 18-year period 2007–2024, drawing from databases including Scopus, Web of Science (WoS), EBSCO, PubMed, DOAJ, and Google Scholar. Using keywords, such as intuition, physics learning, and intuitive physics, an initial 153 articles were identified. Following a rigorous screening process, 65 articles were selected for final review. Findings indicate that intuition plays a pivotal role in developing cognitive abilities, aiding problem-solving, and shaping mental representations and perceptual experiences. Key factors influencing intuition include student age, task type, and prior learning experiences. While many physics concepts conflict with intuitive reasoning—leading to misconceptions—the results suggest that well-aligned intuition can significantly enhance students’ understanding of complex physical principles.

A bibliometric study of the entire corpus of quantum-physics articles published in Revista Mexicana de Física and indexed in well known scholarly databases is performed in three complementary stages: A descriptive performance of indicators, a keyword analysis and word-cloud visualization and a network analysis and science mapping. Such an approach allow the identification of periods of more prolific production as well as of leaders on this field within Mexico. Our findings document the quantitative and structural history of worldwide quantum-physics contributions to this journal

Este artículo presenta un análisis comparativo de métodos analíticos para resolver ecuaciones diferenciales ordinarias lineales de segundo orden con coeficientes constantes, con énfasis particular en el método de factorización de operadores diferenciales. Se examinan técnicas convencionales como la ecuación característica, coeficientes indeterminados, variación de parámetros y transformadas integrales, contrastándolas sistemáticamente con el enfoque de factorización. Este último descompone el operador diferencial de segundo orden en el producto de dos operadores de primer orden, transformando el problema original en una secuencia de subproblemas más simples. Mediante un ejemplo detallado de un oscilador amortiguado con fuerza externa exponencial decreciente, se demuestra que el método de factorización ofrece ventajas pedagógicas significativas, estableciendo que es una herramienta valiosa en contextos educativos.
This article presents a comparative analysis of analytical methods for solving second-order linear ordinary differential equations with constant coefficients, with particular emphasis on the differential operator factorization method. Conventional techniques such as the characteristic equation, undetermined coefficients, variation of parameters, and integral transforms are examined and systematically contrasted with the factorization approach. The latter decomposes the second-order differential operator into the product of two first-order operators, transforming the original problem into a sequence of simpler subproblems. Through a detailed example of a damped oscillator with a decreasing exponential external force, it is demonstrated that the factorization method offers significant pedagogical advantages, establishing it as a valuable tool in educational contexts.

Teaching measurement and uncertainty in a physics lab is often approached from a formal perspective that hinders student understanding, prioritizing algebraic procedures over experimental experience. This paper proposes a teaching strategy based on the construction and use of an ohmmeter with an Arduino development board for studying electrical resistances and the propagation of measurement uncertainty in series and parallel configurations. Using this device, a sequence of activities is designed in which students take measurements, analyze data dispersion using histograms, and establish relationships between experimental results and theoretical models. The results show that individual measurements exhibit distributions consistent with the nominal tolerance of the components, while in series configurations errors tend to accumulate and in parallel configurations they tend to cancel each other out. This behavior allows for a direct discussion of uncertainty propagation using real-world data. From a pedagogical standpoint, the proposal fosters an understanding of measurement as a process rather than a single value, integrating experimentation, data analysis, and physical models. Overall, it proposes an accessible and replicable alternative for teaching experimental uncertainty in the context of upper secondary education.