Physics Teaching
Mostrando 25-36 de 222 artigos, teses e dissertações.
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25. Algunas relaciones entre la autonomía de la Biología y la emergencia de su Didáctica: consideraciones sobre la complejidad de enseñar una ciencia compleja
Abstract: In this paper, we discuss some relations between the institutionalization of Biology as an autonomous science and the initial proposals that consider Biology’s didactics as a specific field of knowledge. We believe that Biology teaching shares many characteristics with the teaching of other sciences of nature, but those two didactics also differ
Ciênc. educ. (Bauru). Publicado em: 2018-04
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26. Reduccionismo Didáctico y Creencias de Profesores acerca del Teorema de Pitágoras
Abstract In this paper, we report the results of an exploratory research in which the interest was to identify how beliefs that support teachers in service about the Pythagorean Theorem are indicators of a didactical reductionism on this mathematical result. Questionnaires were applied to five public high school mathematics teachers and a semi-structured int
Bolema. Publicado em: 2017-12
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27. Ideas de los estudiantes universitarios sobre las relaciones trabajo y energía en Mecánica en cursos introductorios de Física
Relations between work and energy are still a source of teaching-learning problems in the first years of university introductory physics courses since they involve abstract concepts and skills of scientific methodology. Considering the previous studies in the literature, the main objective of this contribution is to identify and document specific difficultie
Rev. Bras. Ensino Fís.. Publicado em: 10/08/2017
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28. Electromagnetism as a world view: implications for the teaching of energy
There are considerable differences in the ways mechanics and electromagnetism conceptualize energy. In the former, energy is defined in terms of force and work in a process-like reasoning that remits us to the ”past” of a given body or system. Moreover, in the mechanical framework energy is ascribed to matter, i.e., one speaks of the energy of a system o
Rev. Bras. Ensino Fís.. Publicado em: 22/06/2017
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29. Una revisión de literatura sobre el uso de sistemas de adquisición de datos para la enseñanza de la física en la educación básica, media y en la formación de profesores
This paper presents a literature review that approaches the current state of the data acquisition systems implementation in physics teaching; mainly at Middle and High School levels and in teachers training. The main search was performed in 35 journals found in the following databases: Science Direct, Scopus, Web of Science and Google Scholar, taking into ac
Rev. Bras. Ensino Fís.. Publicado em: 08/06/2017
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30. Actividades de capacitación docente en Física utilizando un automóvil
Are shown activities of a training course for teachers of physics, which were developed from the use of a car as a teaching resource. The course consisted of a proposal of cooperative work in which the activities included actual measurements both with the vehicle at rest and in motion in different situations. It is proposed as an example that allows contextu
Rev. Bras. Ensino Fís.. Publicado em: 29/05/2017
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31. Development of a computational instrument using a lagrangian particle method for physics teaching in the areas of fluid dynamics and transport phenomena
Abstract Particle methods are an alternative to the traditional mesh Eulerian methods for solution of fluid dynamics and transport phenomena problems. The Lagrangian Meshless Smoothed Particle Hydrodynamics (SPH) method presents advantages compared to mesh methods as a better visualisation of the spatio-temporal evolution of the flow (and the fluid propertie
Rev. Bras. Ensino Fís.. Publicado em: 27/04/2017
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32. Reflexión de futuros profesores de matemáticas sobre problemas profesionales relacionados con la enseñanza del álgebra escolar
Abstract In this study, the reflections of two future mathematics teachers is analyzed through the professional problems related to teaching and learning school algebra that they identify, define, and face during teaching practice. For this purpose, we planned and implemented a teacher education module in the practicum of an undergraduate mathematics and phy
Bolema. Publicado em: 2017-04
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33. Monte Carlo Threshold Energy Estimation for A + B → C + D processes: An Educational Resource in Experimental High Energy Physics Research
Specialized documentation envisioned from a pedagogical bases to train scientifically and technologically teachers and researchers, who initiate themselves in the analysis of high energy physics (HEP) experiments, is scarce. The lack of this material makes that young scientists' learning process be prolonged in time, raising costs in experimental research. I
Rev. Bras. Ensino Fís.. Publicado em: 13/10/2016
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34. Una revisión de literatura sobre el uso de modelación y simulación computacional para la enseñanza de la física en la educación básica y media
This paper presents a literature review covering the central epistemological, psychopedagogical and didactical framework on researches about Computational Modeling and Simulation (CMS) activities in physics education (Middle and High School levels). The main search was performed in the following databases: Science Direct, Scopus, Web of Science and Google Sc
Rev. Bras. Ensino Fís.. Publicado em: 31/05/2016
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35. Overview of medical physics teaching in Brazil
Introduction:Brazil has seen a rise in the number of undergraduate courses in Medical Physics in recent years, as well as initiatives for the organization of graduation programs and clinical residencies in this multidisciplinary area. The purpose of the present study was to perform a data survey on academic training in Medical Physics in Brazil in the underg
Res. Biomed. Eng.. Publicado em: 2015-09
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36. Resolver ejercicios no es fácil. El papel de la metodología científica en la resolución de problemas de física
At university introductory physics courses, often problems are solved as a direct application of theory, as if they were exercises. In this paper we present evidence that students tend to solve problems in a superficial manner, without applying fundamental problem-solving strategies such as qualitative analysis or hypothesis making which prevents them from a
Rev. Bras. Ensino Fís.. Publicado em: 2015-09