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dc.contributor.authorMedina Delgado, Byron
dc.contributor.authorPALACIOS ALVARADO, WLAMYR
dc.contributor.authormendoza lizcano, sonia maritza
dc.date.accessioned2021-11-08T15:02:05Z
dc.date.available2021-11-08T15:02:05Z
dc.date.issued2020-11-05
dc.identifier.urihttp://repositorio.ufps.edu.co/handle/ufps/746
dc.description.abstractDue to the global alert about the risk of contagion and propagation of Covid-19, a situation that has changed in the educational processes, this has forced the system to migrate towards a more dynamic and connected model of teaching and learning, which has allowed not to interrupt and to continue with the training processes, in a remote and assisted way. In this research, the profile of the engineering and science student is analyzed, and its relationship with the learning of physics in this crisis. For this purpose, the technique of simple random sampling of a certain population was applied, a research instrument was designed and validated by pairs of experts, its reliability was established based on Cronbach's Alpha test, and the instrument was applied to 354 students of the faculty of engineering and basic sciences, of the Universidad Francisco de Paula Santander, located in the city of Cúcuta, Colombia, during a 15-day time window, the analysis of the data and variables is carried out from the design of a mathematical model of logistic regression, where the dependent variable represents the feeling of emotional affect by the obligatory social isolation. The results indicated that the students feel emotionally affected in 88.56% generating implications in the learning of physics and in their academic performance, especially those who comply the profile: being female, single, not having received training in the use of digital platforms, without academic difficulties but who feel that their academic performance has been affected.eng
dc.format.extent07 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherJournal of Physics: Conference Seriesspa
dc.relation.ispartofJournal of Physics: Conference Series
dc.rightsContent from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.eng
dc.sourcehttps://iopscience.iop.org/article/10.1088/1742-6596/1671/1/012018/metaspa
dc.titleInfluence of COVID-19 confinement on physics learning in engineering and science studentseng
dc.typeArtículo de revistaspa
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dc.identifier.doihttps://doi.org/10.1088/1742-6596/1671/1/012018
dc.publisher.placeColombiaspa
dc.relation.citationeditionVol.1671 No.1.(2020)spa
dc.relation.citationendpage7spa
dc.relation.citationissue1(2020)spa
dc.relation.citationstartpage1spa
dc.relation.citationvolume1671spa
dc.relation.citesMendoza-Lizcano, S. M., Alvarado, W. P., & Delgado, B. M. (2020, October). Influence of COVID-19 confinement on physics learning in engineering and science students. In Journal of Physics: Conference Series (Vol. 1671, No. 1, p. 012018). IOP Publishing.
dc.relation.ispartofjournalJournal of Physics: Conference Seriesspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución 4.0 Internacional (CC BY 4.0)spa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
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dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
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oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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