refs with urls

88presentación/jose_2024/paper.bib

@@ -16,24 +16,7 @@ @article{masonComparing:2013
 	file = {Mason et al. - 2013 - Comparing the Effectiveness of an Inverted Classro.pdf:/home/vbettachini/storage/Zotero/storage/JD5VKTX8/Mason et al. - 2013 - Comparing the Effectiveness of an Inverted Classro.pdf:application/pdf},
 }
 
-@article{vallejoGoogle:2022,
-	title = {Google Colab and Virtual Simulations: Practical e-Learning Tools to Support the Teaching of Thermodynamics and to Introduce Coding to Students},
-	volume = {7},
-	issn = {2470-1343, 2470-1343},
-	url = {https://pubs.acs.org/doi/10.1021/acsomega.2c00362},
-	doi = {10.1021/acsomega.2c00362},
-	shorttitle = {Google Colab and Virtual Simulations},
-	abstract = {Various studies have reported the versatility and great scope of programming tools in all areas of knowledge. Coding is generally of paramount importance to chemistry students regardless of whether they intend to work with theoretical chemistry. Google Colab notebooks can introduce students to programming concepts and could be a convenient tool to assist in the chemistry teaching process. In this article, we implemented Google Colab notebooks to aid in the teaching of thermodynamics in a physical chemistry class. We presented six notebooks, covering introductory concepts of both coding and thermodynamics as a set of learning objects that can be useful in a virtual learning environment. In addition, in some of the notebooks, we included a step-by-step guide on how to run virtual lab simulations. The Colab notebooks were created for students without previous experience in programming. All of the Colab notebooks contain exercises of the activities and the solutions of the proposed exercises. Furthermore, all of the Colab notebooks can be modified and downloaded from the Github repository. Finally, we used the Python programming language and Colab because they are free and widely used by the academic community.},
-	pages = {7421--7429},
-	number = {8},
-	journaltitle = {{ACS} Omega},
-	shortjournal = {{ACS} Omega},
-	author = {Vallejo, William and Díaz-Uribe, Carlos and Fajardo, Catalina},
-	urldate = {2023-09-29},
-	date = {2022-03-01},
-	langid = {english},
-	file = {Vallejo et al. - 2022 - Google Colab and Virtual Simulations Practical e-.pdf:/home/vbettachini/storage/Zotero/storage/CDRGEZUY/Vallejo et al. - 2022 - Google Colab and Virtual Simulations Practical e-.pdf:application/pdf},
-}
+
 
 @article{cumbyCourse:2023,
 	title = {Course Materials for an Introduction to Data-Driven Chemistry},
@@ -144,24 +127,47 @@ @article{freiberg2021creatividad:2021
 }
 
 
-@inproceedings{bishop2013flipped:2013,
-  title={The flipped classroom: A survey of the research},
-  author={Bishop, Jacob and Verleger, Matthew A},
-  booktitle={2013 ASEE annual conference \& exposition},
-  pages={23--1200},
-  year={2013}
+@article{hoffmann_creatividad_2021:2021,
+	title = {Creatividad y enfoques de aprendizaje en estudiantes universitarios: Creativity and learning approaches in college students},
+	volume = {24},
+	rights = {Derechos de autor 2021 Agustín Freiberg Hoffmann, Carlos  s Vigh, Mercedes  Fernández-Liporace},
+	issn = {2027-212X},
+	url = {https://revistas.unisimon.edu.co/index.php/psicogente/article/view/4492},
+	doi = {10.17081/psico.24.46.4492},
+	shorttitle = {Creatividad y enfoques de aprendizaje en estudiantes universitarios},
+	abstract = {Introduction: International organizations have drawn attention to the idea of adapting learning to fit the graduates’ skills and competences to the current requirements of labor market. Therefore, reaching a deep learning of academic contents along with developing creative ability for problem solving emerges as a desirable goal to be reached.
+Objective: The study was aimed at analyzing the Deep and Surface learning approaches as well as creativity–comprising the creative process and the creative personality– by socio-demographic and academic variables in college students.
+Method: A non-experimental and cross-sectional design was conducted, entailing two studies: a groupdifferences one and another, explanatory. The sample was composed of 301 college students attendingtwo majors –Psychology (51\%) and Engineering (49\%).
+Results: Significant differences in the use of learning approaches were found; women used the Deep approach more often whereas men chose the Surface approach. As for creativity, men showed statistically significant differences in creative personality over women. The creative process arose more often in Psychology students when compared with Engineering undergraduates, with significant p-values. Academic achievement was negatively explained by the Surface approach (β=-.276) and positively, by the creative process (β=.185).
+Conclusions: Boosting academic achievement requires a major adjustment in teaching and evaluation methods. They should be aimed at discouraging the use of the Surface approach whilst promoting the occurrence of creative processes in students. Moreover, such changes in educational practices should be focused on improving deep learning and creativity in order to make the graduates’ skills more suitable for current labor market requirements},
+	pages = {1--17},
+	number = {46},
+	journaltitle = {Psicogente},
+	author = {Hoffmann, Agustín Freiberg and Vigh, Carlos and Fernández-Liporace, Mercedes},
+	urldate = {2024-08-31},
+	date = {2021-07-28},
+	langid = {spanish},
+	note = {Number: 46},
+	keywords = {estudiantes universitarios, éxito académico, personalidad creativa, proceso creativo, rendimiento académico},
+	file = {Full Text PDF:/home/vbettachini/storage/Zotero/storage/47YK87T7/Hoffmann et al. - 2021 - Creatividad y enfoques de aprendizaje en estudiant.pdf:application/pdf},
 }
 
-@article{morarosFlipping:2015,
-  title={Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting},
-  author={Moraros, John and Islam, Adiba and Yu, Stan and Banow, Ryan and Schindelka, Barbara},
-  journal={BMC medical education},
-  volume={15},
-  pages={1--10},
-  year={2015},
-  publisher={Springer}
+
+
+@inproceedings{bishop_flipped_2013:2013,
+	title = {The Flipped Classroom: A Survey of the Research},
+	url = {https://peer.asee.org/the-flipped-classroom-a-survey-of-the-research},
+	shorttitle = {The Flipped Classroom},
+	eventtitle = {2013 {ASEE} Annual Conference \& Exposition},
+	pages = {23.1200.1--23.1200.18},
+	author = {Bishop, Jacob and Verleger, Matthew A.},
+	urldate = {2024-08-31},
+	date = {2013-06-23},
+	note = {{ISSN}: 2153-5965},
+	file = {Full Text PDF:/home/vbettachini/storage/Zotero/storage/6I9T2Z2N/Bishop and Verleger - 2013 - The Flipped Classroom A Survey of the Research.pdf:application/pdf},
 }
 
+
 @book{kane_dynamics_1985:1985,
 	title = {Dynamics, Theory and Applications},
 	isbn = {978-0-07-037846-9},
@@ -212,3 +218,63 @@ @incollection{levinson_autolev_1990:1990
 	langid = {english},
 	doi = {10.1007/978-3-642-50995-7_7},
 }
+
+
+@article{10.7717/peerj-cs.103:2017,
+  title = {SymPy: symbolic computing in Python},
+  author = {Meurer, Aaron and Smith, Christopher P. and Paprocki, Mateusz and \v{C}ert\'{i}k, Ond\v{r}ej and Kirpichev, Sergey B. and Rocklin, Matthew and Kumar, AMiT and Ivanov, Sergiu and Moore, Jason K. and Singh, Sartaj and Rathnayake, Thilina and Vig, Sean and Granger, Brian E. and Muller, Richard P. and Bonazzi, Francesco and Gupta, Harsh and Vats, Shivam and Johansson, Fredrik and Pedregosa, Fabian and Curry, Matthew J. and Terrel, Andy R. and Rou\v{c}ka, \v{S}t\v{e}p\'{a}n and Saboo, Ashutosh and Fernando, Isuru and Kulal, Sumith and Cimrman, Robert and Scopatz, Anthony},
+  year = 2017,
+  month = jan,
+  keywords = {Python, Computer algebra system, Symbolics},
+  abstract = {
+            SymPy is an open source computer algebra system written in pure Python. It is built with a focus on extensibility and ease of use, through both interactive and programmatic applications. These characteristics have led SymPy to become a popular symbolic library for the scientific Python ecosystem. This paper presents the architecture of SymPy, a description of its features, and a discussion of select submodules. The supplementary material provide additional examples and further outline details of the architecture and features of SymPy.
+          },
+  volume = 3,
+  pages = {e103},
+  journal = {PeerJ Computer Science},
+  issn = {2376-5992},
+  url = {https://doi.org/10.7717/peerj-cs.103},
+  doi = {10.7717/peerj-cs.103}
+}
+
+
+@article{moraros_flipping_2015:2015,
+	title = {Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting},
+	volume = {15},
+	rights = {2015 Moraros et al.; licensee {BioMed} Central.},
+	issn = {1472-6920},
+	url = {https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-015-0317-2},
+	doi = {10.1186/s12909-015-0317-2},
+	shorttitle = {Flipping for success},
+	abstract = {Flipped Classroom is a model that’s quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012–2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80\% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X2 = 11.35, p {\textless} 0.05). Students’ perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (rs = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the {SEEQ} variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied learning opportunities based on problem-solving activities and offer timely feedback/guidance to students. Yet in our study, this teaching style had its fair share of challenges, which were largely dependent on the use and management of technology. Despite these challenges, the Flipped Classroom proved to be a novel and effective teaching approach at the graduate level setting.},
+	pages = {1--10},
+	number = {1},
+	journaltitle = {{BMC} Medical Education},
+	shortjournal = {{BMC} Med Educ},
+	author = {Moraros, John and Islam, Adiba and Yu, Stan and Banow, Ryan and Schindelka, Barbara},
+	urldate = {2024-08-31},
+	date = {2015-12},
+	langid = {english},
+	note = {Number: 1
+Publisher: {BioMed} Central},
+	file = {Full Text PDF:/home/vbettachini/storage/Zotero/storage/GACUAFAU/Moraros et al. - 2015 - Flipping for success evaluating the effectiveness.pdf:application/pdf},
+}
+
+
+@article{vallejo_google_2022:2022,
+	title = {Google Colab and Virtual Simulations: Practical e-Learning Tools to Support the Teaching of Thermodynamics and to Introduce Coding to Students},
+	volume = {7},
+	url = {https://doi.org/10.1021/acsomega.2c00362},
+	doi = {10.1021/acsomega.2c00362},
+	shorttitle = {Google Colab and Virtual Simulations},
+	abstract = {Various studies have reported the versatility and great scope of programming tools in all areas of knowledge. Coding is generally of paramount importance to chemistry students regardless of whether they intend to work with theoretical chemistry. Google Colab notebooks can introduce students to programming concepts and could be a convenient tool to assist in the chemistry teaching process. In this article, we implemented Google Colab notebooks to aid in the teaching of thermodynamics in a physical chemistry class. We presented six notebooks, covering introductory concepts of both coding and thermodynamics as a set of learning objects that can be useful in a virtual learning environment. In addition, in some of the notebooks, we included a step-by-step guide on how to run virtual lab simulations. The Colab notebooks were created for students without previous experience in programming. All of the Colab notebooks contain exercises of the activities and the solutions of the proposed exercises. Furthermore, all of the Colab notebooks can be modified and downloaded from the Github repository. Finally, we used the Python programming language and Colab because they are free and widely used by the academic community.},
+	pages = {7421--7429},
+	number = {8},
+	journaltitle = {{ACS} Omega},
+	shortjournal = {{ACS} Omega},
+	author = {Vallejo, William and Díaz-Uribe, Carlos and Fajardo, Catalina},
+	urldate = {2024-08-31},
+	date = {2022-03-01},
+	note = {Publisher: American Chemical Society},
+	file = {Full Text PDF:/home/vbettachini/storage/Zotero/storage/6Z3EDM9L/Vallejo et al. - 2022 - Google Colab and Virtual Simulations Practical e-.pdf:application/pdf},
+}

88presentación/jose_2024/paper.md

@@ -47,8 +47,8 @@ This 16-week flipped classroom [@bishop2013flipped:2013] course provides skills
 <!--  Modificado MAR_20240830
 Each example and practice exercise are solved using computer-based analytical and numerical calculations with the aim to deflect students' focus of attention away from repetitive mathematical tasks towards the physics modelling.
 -->
-Each example and practice exercise is solved using computer-based analytical and numerical calculations focusing students' attenttion on physics modelling and not on repetitive mathematical tasks.
-This approach also aims to improve creativity, the studens have to solve problems by trial and error [@freiberg2021creatividad:2021].
+Each example and practice exercise is solved using computer-based analytical and numerical calculations focusing students' attention on physics modelling and not on repetitive mathematical tasks.
+This approach also aims to improve creativity, the students have to solve problems by trial and error [@hoffmann_creatividad_2021:2021].
 
 <!--  Agregé la frase anterior en función del siguiente trabajo:
 Cita de freiberg2021creatividad:2021
@@ -68,7 +68,7 @@ It is free to use and modify under a Creative Commons licence (CC BY-NC-SA 4.0)
 
 
 ## Statement of need
-Latin American public universities face two simultaneous constrains: tight budgets and the need to accommodate their classes' schedules to day-working students [@vallejoGoogle:2022].
+Latin American public universities face two simultaneous constrains: tight budgets and the need to accommodate their classes' schedules to day-working students [@vallejo_google_2022:2022].
 These cash-stripped universities seldom avail computing resources for courses that are not directly related to computer science or programming. 
 Also, as undergraduate programs on engineering at Latin American universities are usually longer than the three-year bachelor's degrees at their Anglo-Saxon counterparts, it is quite common for students to already be part of the labour market while studying. 
 As a result, they have tight schedules and are often unable to attend to university during daytime hours. 
@@ -93,7 +93,7 @@ Unicamp, Brasil, 10 semestres
 https://www.dac.unicamp.br/sistemas/catalogos/grad/catalogo2023/cursos/10g/sugestao.html
 -->
 
-The course presented addresses those issues by providing a free, online, and asynchronous learning environment allowing students to study at their own pace through the flipped classroom approach [@morarosFlipping:2015].
+The course presented addresses those issues by providing a free, online, and asynchronous learning environment allowing students to study at their own pace through the flipped classroom approach [@moraros_flipping_2015:2015].
 In advance to weekly meetings, students are required to study the theory and examples provided in the notebooks, as well as to initiate solving the accompanying exercises.
 During those evening meetings, whether online or in person, students are encouraged to ask questions and discuss the problems they could not solve with the teaching staff.
 
@@ -107,7 +107,7 @@ In this way it is possible to rapidly introduce life-like problems avoiding over
 Yet knowledge and practice not only on numerical analysis, but also on programming as a tool, were seldom exploited at UNLaM to address this issue. 
 -->
 
-The required modelling as well as algebraic and calculus operations to generate the Euler-Lagrange differential equations are performed using [_physics.mechanics_](https://docs.sympy.org/latest/modules/physics/mechanics/), the symbolics dynamics sub-package of the _SymPy_ library.
+The required modelling as well as algebraic and calculus operations to generate the Euler-Lagrange differential equations are performed using [_physics.mechanics_](https://docs.sympy.org/latest/modules/physics/mechanics/), the symbolic dynamics sub-package of the _SymPy_ library [@10.7717/peerj-cs.103:2017].
 Its code was ported from the [_PyDy_ library](https://www.pydy.org/history.html), a replacement of _Autolev_ [@levinson_autolev_1990:1990],a commercial software that instrumentalised the Kane's method [@kane_dynamics_1985:1985].
 As stated in the online textbook for the [Multibody Dynamics course at TU Delft](https://moorepants.github.io/me41055), a successor to the one _PyDy_ was developed for, this method avoids accounting for non-conservative forces with Lagrange's multipliers, but it requires modelling forces in the system [@jason_k_moore_learn_2024:2024].
  Our choice was instead to make students model systems solely by their energy, a more traditional approach, in order to immerse them into a radically different way of solving mechanical problems in their first contact with the subject of analytical mechanics.