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

<ns3:p>Background This study presents an interdisciplinary pedagogical approach aimed at contextualizing the teaching of classical mechanics through the computational analysis of breaking movements. Situated within a constructivist framework, the research explores how culturally embedded practices—specifically urban dance—can serve as a medium for fostering conceptual understanding of physics in non-formal educational settings. By leveraging the artistic and kinesthetic dimensions of breaking, the study seeks to bridge the gap between abstract scientific content and learners’ lived experiences. Method A mixed-method, exploratory design was employed with a purposive sample of ten dancers (aged 13–30) affiliated with a community-based urban dance school in Bogotá, Colombia. Over the course of six three-hour sessions, participants engaged in movement analysis using Tracker video software, supported by pre- and post-intervention semi-structured interviews. The research design incorporated thematic analysis to interpret qualitative data, complemented by the kinematic study of body movement parameters such as angular velocity and center of mass. Results Findings indicate a marked cognitive shift among participants from intuitive and superficial conceptions to a more technical and applied understanding of physics principles. The integration of computational tools allowed dancers to visualize and internalize biomechanical variables relevant to their performance. Participants reported enhanced bodily control, injury prevention, and aesthetic execution, alongside increased motivation and collaborative learning. Conclusions The study concludes that embedding scientific content within culturally relevant, embodied practices—mediated by educational technologies—can significantly enhance learning outcomes in physics. The use of Tracker software not only demystified abstract concepts but also redefined physics as accessible and contextually meaningful. These results underscore the pedagogical potential of transdisciplinary, arts-integrated methodologies to foster inclusive, situated, and cognitively rich science education in non-traditional environments.</ns3:p>