Monte Carlo method as an intercultural didactic strategy for university teaching of Physics and Mathematics in the context of non-face-to-face education
DOI:
https://doi.org/10.17162/au.v11i4.770Keywords:
strategy, intercultural, Monte Carlo, ancestral knowledgeAbstract
Intercultural university education is currently facing challenges in the educational system due to the covid-19 pandemic. The challenge for the teacher as a “mediator” is to innovate various strategies to socialize common knowledge and ancestral knowledge among native and mixed-race students in non-contact settings within a climate of tolerance, dialogue and cultural respect. The objective of this article is to socialize in a virtual way the cultural practices and ancestral knowledge of the Awajun and Wampis students in the civil engineering career. The proposal consists of virtual activities that are numerical simulations applying the Monte Carlo method, whose purpose is to numerically estimate a variable, and thus verify a physical-mathematical principle using materials from their community. The present pedagogical innovation responds to a descriptive documentary research, whose methodology consisted of taking as a reference research works carried out between 2019, 2020 and 2021 referring to intercultural education using ludic strategies in the classroom; Likewise, a virtual activity was developed that the students replicated in a contextualized way, evidencing the systematized knowledge with an intercultural approach.
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Copyright (c) 2021 Ronald Omar Estela Urbina, Elisa Contreras Barsallo, Fernando Alain Incio Flores, Roger Álvaro Fernández Villarroel, José Orlando Namuche Paiva, Edinson Enrique Reyes Alva
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