  One of the most important active methodologies for physics learning developed
in recent years is peer instruction. Its technique has allowed, among other
things, to monitor students' conceptual learning. In this sense,
\textcite{PhysRevSTPER.6.020105} has proposed a model that seeks to understand
the dynamics of this methodology. However, her model is very phenomenological
and overlooks fundamental aspects such as the cognitive process that students
follow during interaction with their peers, the role of the instructor, the
connection between content and student characteristics, and long-term learning.
The objective of this thesis was to develop a computational model based on
neurocognitive principles that aimed to address the shortcomings found in
Nitta's work. The model was formulated, simulated, and validated based on
several field studies on the learning of one-dimensional graphical
interpretation and the falling of bodies among science and engineering students
in Bogot\'a, Colombia
