The Integration of Chemistry and Physics as an Interdisciplinary Approach to Meaningful Learning in Higher Education

Abstract

This study analyzes the integration of Chemistry and Physics as an interdisciplinary approach to promote meaningful learning in higher education. Using a quasi-experimental design with a mixed-methods approach, the study involved university students divided into an experimental group and a control group. In the experimental group, integrative educational strategies were implemented, such as problem-based learning, the use of virtual simulators, and the application of multiple representations, while the control group continued with traditional teaching methods. The results showed a significant improvement in academic performance, conceptual understanding, and the ability to establish relationships between physical and chemic y phenomena in the experimental group. Likewise, an increase in motivation and a more positive perception of science learning were observed. These findings confirm that interdisciplinarity fosters the construction of deeper and more contextualized knowledge, contributing to the development of scientific competencies at the university level. It is concluded that the integration of Chemistry and Physics constitutes a relevant pedagogical strategy for strengthening the quality of higher education.