Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching

Area of Science:

• Physics Education
• Biomechanics
• Educational Technology

Background:

• An interdisciplinary pedagogical approach contextualizes classical mechanics using Break Dance computational analysis.
• Culturally embedded urban dance practices foster conceptual understanding of physics in non-formal settings.
• Leveraging artistic and kinesthetic dimensions of Break Dance bridges abstract science and lived experiences.

Purpose of the Study:

• To explore the effectiveness of integrating urban dance with computational physics education.
• To investigate how kinesthetic and artistic elements of Break Dance can enhance physics learning.
• To assess the impact of technology-mediated learning on conceptual understanding and practical application of physics.

Main Methods:

• Mixed-method, exploratory design with ten dancers (aged 13-30) in Bogotá, Colombia.
• Six three-hour sessions involving movement analysis with Tracker video software.
• Pre- and post-intervention interviews, thematic analysis, and kinematic study of movement parameters.

Main Results:

• Participants showed a cognitive shift from intuitive to technical understanding of physics principles.
• Computational tools enabled visualization and internalization of biomechanical variables.
• Dancers reported improved bodily control, injury prevention, aesthetic execution, motivation, and collaboration.

Conclusions:

• Embedding physics in culturally relevant, embodied practices enhances learning outcomes.
• Tracker software demystified physics, making it accessible and contextually meaningful.
• Transdisciplinary, arts-integrated methods foster inclusive, situated, and cognitively rich science education.