Learning science and engineering with electronic spreadsheets cycle: a methodological proposal

In many science and engineering undergraduate programmes, physics courses are fundamental and can be seen as a potential place where students can develop complementary abilities such as the computational thinking process. The present work proposes and describes the learning science and engineering with electronic spreadsheets cycle (LSEESC) methodology to improve the learning of concepts in physics, science, and engineering, with the use of electronic spreadsheets as a digital and supported learning tool, promoting the understanding, critical thinking, and reasoning of physics in students based on activities such as the programming of all dynamical systems, describing mathematical evolution, generating and analysing graphics, and explaining physical phenomena with a high comprehension and transfer of knowledge to identify where the concept can be applied in their professional context using real-life examples or simulations. The proposed methodology can be implemented in different learning scenarios; that is, if the class uses computational devices or if the teacher exposes a specific topic in the classroom, physics and mathematics can be exposed to feedback from students in a comprehensible manner at any time during the instruction, after which a new sequence (cycle) based on previous results can be ejected and adapted. To describe the LSEESC methodology, we use the rigid body concept, which is one of the most general concepts in science and engineering and, integrates the majority of the fundamentals in mechanics, such as kinematics, forces, dynamics, and circular movement. This can be described as the concept of viewing all related equations and plotting the results with the relationships between all variables. The methodology uses simulations or real-life examples to reinforce the concept viewed, allowing students to see, in an integrated manner, how the same variables and concepts can be seen and interact in a real scenario for their professional context.