Brasil Final Report - Department of Physics - The Ohio State University

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100 SYMPOSIUM PANEL PRESENTATION – VII IACPE Lillian C. McDermott Department of Physics, Box 351560 University of Washington Seattle Washington 98195 U.S.A. lcmcd@phys.washington.edu The need for improvement in the quality of physics education has been a dominant theme in this and other Inter-American Conferences. The following comments are a distillation of reflections on the conference and of personal experience. In all of the countries represented at this conference, there has been widespread concern about science education from elementary school through the university level. The preparation of teachers to teach physics in the schools is recognized as an urgent problem. At many universities, physicists have been dismayed over the steady decline in the number and quality of physics majors. This conference has focused on physics teachers and physics majors, but there are also serious issues related to other student populations that have impact beyond the physics community. In the U.S., more than 95% of the students taking introductory physics are majoring in other sciences, mathematics, and engineering. Therefore, the quality of instruction is of concern to other departments and professional societies. Physics courses for non-science majors also deserve attention. As citizens in a democratic society, these students may someday determine funding priorities and affect the direction of scientific research. In planning for the future, it is useful to reflect on past reform efforts. Recurring periods of dissatisfaction with the state of physics teaching have motivated the development of new curricula. The pattern is almost always the same. A new curriculum is developed and initially is adopted enthusiastically. With the passage of time, enthusiasm wanes and disillusionment sets in. Eventually, the situation degenerates sufficiently to give rise to another round of effort and the beginning of another cycle. This pattern characterized the post-Sputnik era in elementary and secondary science education in the U.S. and led to the beginning of the present cycle of reform, which extends to the university level. (See solid lines in Fig. 1.) It is not desirable that reform be a terminal process. We are never really where we would like to be. However, neither is it fruitful to repeat the entire cycle. Instead, we would like to intervene before disillusionment sets in and to try to bring about continuous incremental improvement. (See dashed lines in Fig. 1.) The question arises: Are we likely to be more effective in the future than in the past? The discussions at this conference suggest several reasons for an optimistic response: awareness in the physics teaching community of the problems in physics education, recognition that different types of students may need different types of instruction, and recognition that teachers need better preparation. Particularly significant has been the gradual acceptance by physics departments that it is their responsibility to prepare teachers to teach physics in the schools and to prepare graduate students to become effective instructors at the university level. The strongest reason for optimism, however, is the steadily increasing number of faculty who approach the teaching of physics as a science, not solely as an art. They have been conducting systematic investigations to identify and address student difficulties. They are using the results from this research as a guide for the development of curriculum that matches the needs of students.
101 They have been assessing the effects of instruction and documenting the results in papers presented at professional meetings and in peer-reviewed journals. Cumulative progress has thus become possible. Curriculum reform Enthusiastic adoption Desillusionment Degeneration Physics education research as a field for scholarly inquiry by physicists is gradually becoming accepted by the physics community. With increasing frequency, departments are sponsoring colloquia and seminars in this field. Several major universities grant Ph.D.’s in physics for research on the learning and teaching of physics. Faculty with this specialization are obtaining tenure-track positions. Professional societies, such as the American Physical Society and the American Association of Physics Teachers, have endorsed research in physics education as a desirable activity in physics departments. International conferences, such as the IACPE7, are featuring talks and workshops on physics education research. All of these developments hold promise for the future. Figure 1: Cycles of reform
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VII CONFERÊNCIA INTERAMERICANA SOB
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3 The basic theme of the Conference
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5 ÍNDICE Summary APRESENTAÇÃO (P
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7 PALESTRAS DE ABERTURA Opening tal
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10 Um exemplo onde a física tem ti
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1. A Brief History 13 PHYSICS TEACH
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15 We do not have the results yet.
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17 CONFERÊNCIA Lecture Lillian C.
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20 We are currently developing two
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22 the modern physics course, the s
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24 effective approach for helping s
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26 returned to the students. They a
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28 can help students learn to do th
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ight regions on screen “light tha
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32 d d /2 (a) d d/2 Figure 6: Arran
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34 to the right of the rightmost sl
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37 UNA NUEVA TECNOLOGÍA APLICADA A
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39 Entre bloque y bloque el docente
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42 Another program, ProInfo, begun
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44 important element of the problem
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46 situação presencial. Anais do
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48 2) Capacidad de proyección en c
Page 51 and 52: 51 CHANGES IN UNDERGRADUATE PHYSICS
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Page 55 and 56: 55 CURRICULUM PARA EL DOCENTE DE FI
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Page 61 and 62: 61 DIRETRIZES CURRICULARES PARA A F
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Page 67 and 68: 67 ensino médio; (iii) produção
Page 69: 69 MESA REDONDA Round Table HISTÓR
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Page 76 and 77: 76 las fronteras entre las ciencias
Page 78 and 79: 78 (un texto escrito por un autor,
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Page 85 and 86: Introdução 85 A HISTÓRIA E A FIL
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Page 96 and 97: 96 O ENSINO DE FÍSICA NO BRASIL: O
Page 98 and 99: 98 CONFERENCE RESPONSE - VII IACPE
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Page 104 and 105: 104 COMMENTS AT THE FINAL SESSION O
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Page 118 and 119: 118 VII CONFERÊNCIA INTERAMERICANA
Page 120 and 121: 120 WORKSHOPS Julho 04/July 04; 14:
Page 122 and 123: 122 MODELOS ALTERNATIVOS PARA EXPLI
Page 124 and 125: 124 Beny Richter Richter TEACHERS T
Page 126 and 127: 126 SIMULACIONES EN LA ENSEÑANZA D
Page 128 and 129: 128 APRESENTAÇÕES EM PAINEL/ POST
Page 130 and 131: 130 CONCEPTOS DE FÍSICA QUE LE SON
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Page 140 and 141: María Jesús Elejalde García Depa
Page 142 and 143: Rejane Aurora Mion UEPG Praça Sant
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Brasil Final Report - Department of Physics - The Ohio State University

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