Within STEM (Science, Technology, Engineering, and Mathematics) education, integrating real-world problem scenarios is paramount. Within interdisciplinary education, modeling is an approach to fostering student learning and skill development in a student-centered learning environment. This study focuses on an integrated physics and mathematics course in STEM education based on modeling for first-year engineering students. The main objectives of this study are to analyze students’ models, assess the effectiveness of the pedagogical approach, and evaluate the benefits of integrative education. This study uses a Model-Application Activity as a closure for the quadratic model and extends the models built to a two-dimensional motion situation. The core activity involves a real-world experiment where students attempt to roll a ball down a ramp into a cup. While most groups successfully constructed theoretical models, only a few hit the target, highlighting the complexities of applying theoretical knowledge to real-world scenarios. The study also emphasizes the seamless integration of physics and mathematics, enriching the learning experience and making the models more robust and versatile. Despite the promising results, the study identifies a gap between theoretical understanding and practical application, suggesting the need for more hands-on activities in the curriculum. In conclusion, this study underlines the value of integrating physics and mathematics through modeling and a student-centered approach, setting the stage for future research to enhance the effectiveness of STEM education.

Research on conceptual understanding is one of the first steps in designing materials to improve learning. Literature reports that students have difficulties analyzing and describing phenomena in electric circuits. This report contributes to students' conceptual difficulties regarding simple electrical circuits by systematically analyzing an open conceptual test answered by 531 first-year engineering students. We found students' reasoning that has not yet been reported in the literature as misconceptions or difficulties. To deepen our understanding of students' difficulties, we chose five students by convenience to interview. We present evidence that there are two main contributions to the taxonomy in this study: the Series Circuit Misconception, which is when students convey that the current through bulbs is the same because they are in series, using that as a mnemonic ignoring any change in the circuit; and the Inverse Parallel Circuit Misconception, that is when students mention that the resistance of the circuit decreases when disconnecting bulbs in parallel, neither are reported in the literature. The results of this study have implications for physics education research in electric circuits and educational practice in the classroom.

This study examines the enhancement of teaching practices within the school of engineering at a private Chilean university that emerged from a collective reflection of ideas/actions on the strengths, weaknesses, opportunities, and threats in the implementation of a professional development program in the school of engineering. It investigates factors influencing the efficacy of student-centered learning and teaching through the application of the World Café methodology among faculty participants in a structured training program aligned with institutional educational policies. Emphasizing long-term sustainability, the findings underscore the presence of motivated instructors committed to ongoing improvement, bolstered by comprehensive continuing education opportunities provided by the university. Despite notable progress, challenges such as limited financial resources and the imperative for strategic institutional commitment are acknowledged. Crucially, successful educational initiatives hinge on robust collaboration and dialogue between faculty and administration. The study advocates for tailored faculty training essential for adapting to evolving educational and technological landscapes. It concludes by highlighting the broader implications for engineering and STEM disciplines, advocating for a cohesive teaching community poised to meet future educational challenges.