Journal of Hunan University Natural Sciences

The Journal of Hunan University Natural Sciences is the leading Chinese academic journal that publishes articles in all areas of natural sciences. The Journal is meant to serve as a means of communication and discussion of important issues related to science and scientific activities. The Journal publishes only original articles in English which have international importance. In addition to full-length research articles, the Journal publishes review articles. Papers can be focused on fundamental research leading to new methods, or adaptation of existing methods for new applications.

Articles for the Journal are peer-reviewed by third-party reviewers who are selected from among specialists in the subject matter of peer-reviewed materials.

The Journal of Hunan University Natural Sciences is a kind of forum for discussing issues and problems facing science and scholars, as well as an effective means of interaction between the members of the academic community. The Journal of Hunan University Natural Sciences is read bya large number of scholars, and the circulation of the journal is constantly growing.

The Journal of Hunan University Natural Sciences publishes special issues on various and relevant topics of interest to the scientific community.

The Journal of Hunan University Natural Sciences is indexed by Web of Science, Scopus, Current Contents, Geobase and Chemical Abstracts.


Articles containing fundamental or applied scientific results in all areas of the natural sciences are accepted for consideration.

The Editorial Board of the Journal of Hunan University Natural Sciences is composed of 25 members and is chaired by Academician Chen Zhengqing. Editor-in-chief is Prof. Yi Weijian.


Frequency of publication: monthly

ISSN: 1674-2974

Access to all articles on the website is open, does not require registration or payment.

Journal articles are licensed under the CC BY 4.0 Creative Commons Attribution 4.0 License.

The Journal of Hunan University Natural Sciences takes care of maintaining electronic versions of articles. Data safety is ensured by backing up digital data in accordance with internal regulations. Logical and physical data migration is also provided. Cloud technologies are applied.

For further information, please contact:


Address: Lushan Road (S), Yuelu District, Changsha, Hunan Province, Zip Code: 410082 (Editorial Department of Journal)



Submission open for Volume 50, Issue 10, October, 2023

Dear Authors,

Please submit your manuscripts through our Online Submission System or directly to the Chief -Editor's e-mail
Deadline:  October 25, 2023.

Journal of Hunan University Natural Sciences is an international, peer-reviewed open - access journal on all aspects of natural sciences published monthly online.
Manuscripts are peer-reviewed. The first decision is given to authors about 20-30 days after submission; acceptance for publication after revisions is done within seven days.
Journal of Hunan University Natural Sciences provides an advanced forum on all aspects of natural sciences. It publishes reviews, research papers, and communications. We aim to encourage scientists to publish their experimental and theoretical results in as much detail as possible. There is no restriction on the length of the papers. The full experimental details must be provided so that everyone can reproduce the results. Electronic files and software regarding the full details of the calculation or experimental procedure can be deposited as supplementary electronic material if unable to be published in a normal way.

The journal covers physics, chemistry, engineering, environmental, earth sciences and biology.

•    Biosciences and Bioengineering;
•    Computer and Information Science;
•    Chemistry;
•    Earth-Aerospace-Marine Science;
•    Electrical and Electronic Engineering;
•    Education;
•    Engineering;
•    Energy;
•    Environmental Sciences;
•    Economy;
•    Finance;
•    Materials Science;
•    Mathematics;
•    Medicine;
•    Neurosciences ;
•    Physics;
•    Pharmaceuticals.

The authors should prepare the articles strictly according to the template. Please check the link

All articles published in are published in full open access. In order to provide free access to readers, and to cover the costs of peer review, copyediting, typesetting, long-term archiving, and journal management, an article processing charge (APC) of EUR 430 applies to papers accepted after peer - review.
Submitted papers should be well formatted and use good English. Authors may use our English editing service (EUR 70-100) prior to publication or during author revisions. The articles that native English speakers do not edit are not allowed for publication.
The journal publishes articles in English or Chinese.
Articles published in the Journal of Hunan University Natural Sciences will be Open-Access articles distributed under the terms and conditions of the Creative Commons Attribution License (CC BY). The copyright is retained by the author(s).
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Last Research Articles

This study delves into the crucial role of metaphors in classroom communication and their impact on student learning. It followed three goals. The first was to analyze the presence of metaphorical language in teaching abstract mathematical concepts within the context of seventh-grade classes at the Pablo Sexto Educational Institution in Dosquebradas, Colombia. This objective aims to identify the type of metaphors used in the classroom language of the teacher to facilitate comprehension of abstract concepts and to understand how these metaphors influence the students’ understanding of such concepts. The second objective was to evaluate the impact of using metaphorical language on the students’ understanding of the irrational number concept. This involves examining how the teacher’s metaphoric phrases affect the understanding and retention of abstract mathematical concepts, as well as identifying their strengths and weaknesses. Third goal seeks to establish links between the presence or absence of metaphors and students’ perceptions of their own understanding, considering whether metaphorical language contributes or hinders the conceptual clarity of mathematical content. Employing qualitative research tools, the study revealed a noteworthy presence of metaphors in the teachers’ discourse. This study stands as a promising starting point for future research endeavors in this field, while concurrently serving as a valuable tool to enhance teaching practices in mathematics education. Armed with an awareness of how metaphors can shape students’ comprehension, teachers can optimize their educational approaches and thereby contribute to their students’ academic accomplishments. In conclusion, this study emphasizes the paramount importance of metaphors in educational communication and their pivotal role in shaping the teaching and learning processes. By diligently considering the influence of metaphors on students’ understanding, educators can refine their pedagogical practices and make a profound contribution to their students’ academic achievements, not only in mathematics but also in various academic disciplines.


Keywords: conceptual metaphor, incidence of language, metaphorical language, teaching irrational numbers.

Oscar Fernández-Sánchez, German Cadavid-Arango, Mauricio Arango-González

This unique research in our region presents the findings of a qualitative research study aimed at determining the didactic contributions in the creation of a dynamic hypermedia aid (DHA) for teaching the sine theorem. To achieve this, a pedagogical design was devised to guide the creation of the DHA, based on a conceptual map outlining its structure, as well as the development and integration of digital resources. Subsequently, a teaching sequence was designed and implemented, incorporating the DHA and its associated resources. This sequence was conducted with 10th-grade students at a school in Pereira (Risaralda). The results revealed that the creation and use of the DHA enabled educators to propose alternative instructional frameworks, complementing specialized mathematical knowledge with technological and pedagogical proficiency in using information and communication technologies (ICT). Consequently, the students discovered novel methods of learning and problem-solving. The implementation of the DHA offered educators fresh opportunities and dynamics to engage with students, fostering exchanges of ideas related to the sine theorem.


Keywords: dynamic hypermedia aid, didactic contributions, pedagogical design, information and communication technologies, sine theorem, teaching resources.

M. Gladys Elena Román, G. José Rodrigo González, M. José Francisco Amador

This qualitative study explores the impact of a didactic sequence based on the theory of didactic situations on the learning of the van der Pol equation and its solution using the Haar wavelet method among undergraduate students in Mathematics and Physics at the Technological University of Pereira. The study objectives focus on identifying students’ strengths and challenges, assessing collaborative and individual competencies, and evaluating proficiency in applying the Haar wavelet method to solve the equation. A sample of five students actively participated in all phases of the Didactic Situation, which included action, formulation, validation, and institutionalization. The results indicate that the carefully structured didactic sequence significantly improved students’ understanding and engagement with the van der Pol equation and Haar wavelet method. The inclusion of real-world applications and interactive approaches facilitated effective learning strategies. Overall, this study highlights the effectiveness of the theory of didactic situations-based didactic sequence in fostering a deeper appreciation and comprehension of complex mathematical concepts among Mathematics and Physics undergraduates. This research contributes to the enrichment of the academic journey, creating a captivating realm of mathematical beauty and scientific wonder for both students and educators.


Keywords: didactic sequence, the van der Pol equation, the Haar wavelet method, problem-solving.



Óscar Jhonny Gómez Suárez, Ricardo López Varona, José Rodrigo González Granada

This study aims to strengthen critical thinking in future engineers through mathematics by stimulating their attitudes. To achieve this, a qualitative informative study will be conducted with a characteristic cut and a deductive orientation through the analysis and synthesis of contents from scientific publications specializing in the development of critical thinking. This type of thinking can be strengthened through strategies proposed by the mathematics teacher, allowing an increase in curiosity, eagerness to learn and inquire, and especially promoting and awakening curiosity in students through contexts where mathematics is formally applied in engineering. These strategies should include concrete actions that foster attitudes of critical thinking and a better ability to argue, interpret, and make judgments independently, ultimately acquiring a set of skills, especially in problem-solving. The results show that an engineering student as a critical thinker must have a critical attitude, which is evidenced through dispositions, habits, and character traits, which, when stimulated through mathematics, would contribute to their professional formation.


Keywords: disposition, education, habit, problem-solving.


Luis Fernando Plaza Gálvez, José Rodrigo González Granada, Dorance Becerra Moreno

This study explores the pedagogical benefits of integrating Massive Open Online Courses (MOOCs) in teaching the sine function within a specific educational setting. Drawing on a comprehensive approach, this study combines socio-constructivist principles with theories of autonomous, collaborative, and problem-based learning, along with Van Hiele’s levels theory. At the heart of the investigation lies the meticulous design and implementation of a MOOC as a pivotal element in the didactic sequence, all conducted within a virtual learning environment. To assess its effectiveness, classroom sessions were closely observed and analyzed through the lenses of prominent teaching theories such as technological pedagogical content knowledge (TPACK), mathematical knowledge for teaching (MKT), and Knowledge Quartet (QK). The findings underscore the remarkable potential of leveraging MOOCs to foster a deeper understanding and practical application of the sine function, thereby enriching the overall learning experience. By providing students with accessible and flexible learning opportunities, this approach enhances engagement and encourages active participation. The integration of MOOCs empowers students to take ownership of their learning journey while benefiting from collaborative and problem-solving activities. Ultimately, this research sheds light on the valuable contributions that MOOCs can make to mathematics education, revolutionizing the traditional teaching paradigm and paving the way for more inclusive and effective learning environments.


Keywords: Massive Open Online Courses, socio-constructivism, Van Hiele, autonomous learning, collaborative learning, problem-based learning, technological pedagogical content knowledge, mathematical knowledge for teaching, Knowledge Quartet.


M. José Francisco Amador, A. Daniel Alberto López, G. José Rodrigo González
Journal of Hunan University Natural Sciences
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(e-ISSN: 1674-2974 )