From Operational Calculation to Phenomenological Simulation: Redefining Physics Education in the 21st Century

Abstract

This article challenges the hegemony of manual numerical calculation as the central axis of physics education. It argues that, in the 21st century, the mental agility derived from arithmetic operations is insufficient if it is not integrated with textual analysis and data interpretation. A disruptive four-stage methodology is proposed: Visualization, Exposition, Inquiry, and Mathematical Simulation. The objective is to transmute rote learning into meaningful learning, where the student is not merely a "calculator" but an interpreter of natural laws through the use of technological simulation tools.