Teaching Electrostatic Field Modelling Through Mathematical and Computational Representations
Resumen
This article examines how relationships among charges, potential, vector fields and computational representations can inform university electrostatics teaching. A narrative documentary review focuses on the correspondence between physical assumptions, mathematical operations, representational resources and limits of interpretation. Disciplinary literature is connected with educational work on electric-field teaching, multiple representations and pedagogical content knowledge. The analysis distinguishes prescribed-charge superposition from induced-charge problems, scalar potential from vector field, and numerical accuracy from physical and educational validation. These distinctions support proposed prediction, comparison and justification tasks connecting analytical expressions, potential maps, vector diagrams and simulation outputs. Computational applications serve as cases for discussing what each observable permits one to conclude, without equating indicators of different kinds. The contribution is an organisation of criteria for selecting and discussing representations in university physics education. No classroom intervention, learning measurements or validated teaching sequence is reported. Educational implications are proposals derived from documentary analysis and require empirical assessment before effectiveness can be attributed to them. The review is selective rather than exhaustive, and its conclusions are limited by the available documentary evidence.
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Derechos de autor 2026 Ernesto Araujo Chavarro , José Daniel Alape Díaz, Cristian Andrés Lozada Monje, Hoover Stiven Scarpetta Castro, Manuel Alejandro Cleves Ortega, Ernesto Araujo Chavarro
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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