Francisco Antonio Horta-Rangel

This study examines the integration of 3D printing in science education through a qualitative review of ten studies published between 2015 and 2025. The analysis identifies key educational, pedagogical, and technological components supporting curricular integration in basic education. Findings reveal three convergent patterns: strong grounding in constructivist and maker-centered pedagogies; consistent short-term gains in conceptual understanding, spatial reasoning, modeling, and transversal competencies; and limited evidence regarding long-term transferability, scalability, and equity impact. Across cases, 3D printing functions as a cognitive mediator that enables students to embody abstract concepts through iterative design and physical artifacts. Effective implementation depends on structured instructional sequences, teacher mediation, curricular alignment, and sustainable institutional support. Overall, 3D printing emerges as a powerful pedagogical resource that enhances knowledge construction, student motivation, and the acquisition of twenty-first-century competencies.

This study explores the integration of technology and artificial intelligence (AI) as catalysts for professional teacher development within the context of Mexico’s educational challenges. Adopting a qualitative and exploratory approach, a four-phase workshop was conducted with 40 high school and university-level teachers from the National Polytechnic Institute (IPN). The methodology included scientific modeling activities using traditional methods, software (Tracker, ver. 6.2.0), and AI tools (ChatGPT-3.5), while analyzing participants’ perceptions and experiences. The findings reveal a clear disconnect between teachers’ theoretical competencies and their practical skills, with persistent gaps in scientific literacy at both educational levels. However, this study documents that the workshop functioned as a genuine professional learning community, where inter-academic collaboration and peer-learning proved to be an effective strategy for addressing these deficiencies. Technology, specifically the Tracker software, served as a catalyst for conceptual understanding. Despite AI’s potential for research, its limitations in the precision of responses reinforced this study’s central conclusion: technology does not replace the teacher’s work but transforms the teacher’s role into a critical mediator, responsible for guiding students to develop analytical and critical thinking in a complex digital environment.

Se presenta el desarrollo de un sistema de detección temprana de incendios forestales basado en tecnología IoT, validado en condiciones controladas de laboratorio. El prototipo integra sensores de gases, partículas y variables ambientales, conectados a una placa LilyGO LoRa32 con transmisión en tiempo real vía Bluetooth. Para evaluar su desempeño, se diseñó una cámara cerrada de combustión donde se realizaron pruebas con combustibles representativos de zonas forestales. Los datos fueron analizados mediante técnicas de reducción de dimensionalidad (PCA) y clasificación (Random Forest), logrando una diferenciación efectiva entre tipos de quema, con una precisión del 88.89%. Se identificaron los sensores más relevantes para la clasificación y se descartaron aquellos con baja aportación, como temperatura y humedad. Estos resultados permiten optimizar el sistema y confirman su potencial para ser implementado en campo en una segunda fase, utilizando conectividad LoRaWAN para monitoreo ambiental en tiempo real.

Developing a conceptual understanding of electrostatic interactions, electric fields, and Coulomb’s law is very important in undergraduate physics courses, and

Con esta contribución se abordan inconvenientes destacados en la literatura como la desventaja de utilizar el concepto de paquete de capilares cilíndricos (PCC) con tamaños uniformes para representar la geometría del espacio de los poroso y la falta en la consideración de las fuerzas de superficies y la no inclusión de la retención de agua en las cavidades angulares de los poros, lo que conduce a menudo a la subestimación del rango seco de la CCRAS. This contribution addresses drawbacks highlighted in the literature such as the disadvantage of using the concept of cylindrical capillary bundle (CCP) with uniform sizes to represent the geometry of the pore space and the lack in the consideration of surface forces and the non-inclusion of water retention in the angular pore cavities, which often leads to underestimation of the dry range of the CCRAS.

Here we discuss a topic that comes up more often than expected: A same theory or theoretical model arises in two different presentations which are assumed to be actually different theories so that these are independently developed. Sometimes this leads to an unwanted doubling of the results. In this paper we illustrate this issue with the example of two apparently different gravitational theories: (i) the (minimally coupled) Einstein-massless-scalar system and (ii) the S\'aez-Ballester theory. We demonstrate that the latter is not a scalar-tensor theory of gravity, as widely acknowledged. Moreover, S\'aez-Ballester theory is identified with the Einstein-massless-scalar theory. As illustrations of this identification we show that several known solutions of S\'aez-Ballester theory are also solutions of the Einstein-massless-scalar system and viceversa. Cosmological arguments are also considered. In particular, a dynamical systems-based demonstration of the dynamical equivalence between these theories is given. The study of the asymptotic dynamics of the S\'aez-Ballester based cosmological model shows that there are not equilibrium points which could be associated with accelerated expansion, unless one includes a cosmological constant term or a self-interacting scalar field. This is a well-known result for cosmological models which are based in the Einstein-self-interacting-scalar theory, also known as quintessence.

This study presents the effect of a variable magnetic field on chromium (VI) absorption typical of a hydroponic system for Phytoabsorption using watercress (Nasturtium officinale) plants in a batch system. The experimentation was carried out applying magnetic fields of 12 and 44 mT and comparing it with the system without field; the field was generated by arrangement of coils and specific conditions for each system, for this work solutions with concentrations of 1, 10, and 20 ppm of chromium (VI) were used during a four-week process with the objective of evaluating the effect of the magnetic field in bioaccumulation in the system. The results indicate that the absorption of chromium increased per week, having that in most of the study cases (0 mT, 12 mT, 44 mT) the highest absorption was achieved in week 4, having that for all cases between week 3 and 4 the difference is minimal, likewise the results indicate that when implementing a magnetic field bioaccumulation is favored showing similar results for both magnetic fields studied in this work. The highest removal efficiency for the study cases corresponding to 1 ppm and 10 ppm was achieved when a field of 12 mT was applied, reporting values of 0.83 and 0.85 respectively, with respect to the case of 20 ppm, the highest efficiency was 0.83 applying a field of 44 mT. Statistical correlation models were found using multiple linear regression model finding significant variables (the magnetic field, concentration of chromium (VI), exposure time). With the interaction model we found significant interactions (concentration*week and field*concentration), and with the model of quadratic terms and interactions (non-significant field*week), which presented adequate adjustments description of the phenomenon, r^2=0.965 using coefficient analysis. Keywords: Chromium (VI), Removal capacity, Watercress plants, Magnetic field, Hydroponic system Este estudio presenta el efecto de un campo magnético variable sobre la absorción de cromo (VI) propio de un sistema hidropónico de Fitoabsorción utilizando plantas de berro (Nasturtium officinale) en un sistema discontinuo. La experimentación se realizó aplicando campos magnéticos de 12 y 44 mT y comparándolo con el sistema sin campo; el campo se generó por disposición de bobinas y condiciones específicas para cada sistema, para este trabajo se utilizaron soluciones con concentraciones de 1, 10 y 20 ppm de cromo (VI) durante un proceso de cuatro semanas con el objetivo de evaluar el efecto del campo magnético en la bioacumulación en el sistema. Los resultados indican que la absorción de cromo aumentó por semana, teniendo que en la mayoría de los casos de estudio (0 mT, 12 mT, 44 mT) la mayor absorción se logró en la semana 4, teniendo que para todos los casos entre la semana 3 y 4 la diferencia es mínima, así mismo los resultados indican que al implementar un campo magnético se favorece la bioacumulación mostrando resultados similares para ambos campos magnéticos estudiados en este trabajo. La mayor eficiencia de remoción para los casos de estudio correspondientes a 1 ppm y 10 ppm se logró cuando se aplicó un campo de 12 mT, reportando valores de 0.83 y 0.85 respectivamente, con respecto al caso de 20 ppm, la mayor eficiencia fue de 0.83 aplicando un campo de 44 mT. Se encontraron modelos de correlación estadística mediante el modelo de regresión lineal múltiple encontrando variables significativas (el campo magnético, la concentración de cromo (VI), el tiempo de exposición). Con el modelo de interacción se encontraron interacciones significativas (concentración*semana y campo*concentración), y con el modelo de términos cuadráticos e interacciones (campo*semana no significativa), que presentó ajustes adecuados descripción del fenómeno, r^2=0,965 mediante el análisis de coeficientes.

The physical and chemical characteristics of a soil determine its hydraulic properties, such as hydraulic conductivity, infiltration, and moisture. Due to the usefulness of a soil's moisture retention characteristic curve, several methodologies have been developed to obtain it. Mathematical models for the prediction of this hydraulic property constitute a type of methodologies that is economical and very affordable. One of the most practical models is the model of Arya and Paris (1981), which, however, requires an adjustment parameter, which limits its applicability in some cases, and, in addition, underestimates the moisture content by not considering the water remaining in the soil menisci. The present study proposes an alternative model based on the model of Arya and Paris, but that attempts to circumvent the disadvantages mentioned above, assuming a pore network formed by conical pores. The predictions of the moisture retention curve of our alternative model were compared with those of the original model through the root mean square error, using experimental data from 100 soils of three different textural classes, taken from the UNSODA database. The results by texture indicate that the alternative model generally produces better estimates for all three textures; however, for 17% of the soils the Arya and Paris model performed better. Keywords: water retention curve, retention, soil, porosity, volume.

The training of engineers, including electrical and mechanical engineers, has educational challenges since the school curriculum must be updated both in scientific content and in the development of skills. However, due to the environmental stress that our planet suffers, training in sustainability must also be considered. That is why; the objective of this investigation is to characterize the construction process of a didactic intervention that articulates the learning of science and training in sustainability, making use of Design-Based Research (DBR). The didactic intervention was product of construction, validation and application processes, was reviewed and analyzed by physicists, educational physicists and engineers. Thus, a replicable didactic intervention is designed for other engineering that wishes to incorporate the learning of science articulated with sustainability. It is concluded the systematization for the learning of factual sciences for engineering is pertinent and stimulating, from the perspective of the students, since it is the educational centers that must develop skills to do sustainable science, based on educational research.