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

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112 GROUP 2: THE PREPARATION OF PHYSICISTS (Physicists in a changing world) Chair: Teodoro Halpern, U.S.A. thalpern@ramapo.edu Historically physicists have opened up several interdisciplinary areas such as biomechanics. geophysics and materials science, to name a few, as well as several aspects of science education. In fact, physics education has very often resulted in producing individuals able to recognize regularities, causes and symmetries that appear in complex events. In recent times, external pressures have diverted physics faculty into specialized research fields to the detriment of significant, quality teaching Thus, to the extent that this is true physics is often presented as a “finished” and unexciting subject without fostering understanding, reflection and discussion with little relevance to students' lives. Enrollment in physics courses has decreased worldwide and simultaneously the output of competent physicists and physics teachers has been insufficient. Although the way physics is being taught is certainly not the only reason for this situation to exist it certainly is an important contribution to the problem. The VII IACPE, taking into account the necessary competencies a physicist should have -- as listed below (See 6) -- recommends: 1. That physics departments should strongly support their faculty and students in the development of a strong, solid, flexible and open curriculum, capable of being adapted to fulfill the local needs of countries and, even, regions within countries. 2. That physics departments should transmit to all its members the importance of raising the interest in physics by the community, through the permanent participation at faculty and students alike. 3. That physics departments should strive to support the activities delineated in (2) above, for the betterment of its students. 4. That physics departments foster the continuing education of their faculty by supporting activities such as attending workshops and conferences as well as hosting such types of events. 5. That departments of physics at schools and universities that offer Master and PhD degrees shall include, among its specialties, courses of study and projects in Physics Education (Floor motion by Alejandro González of Mexico) 6. That the recommendations presented by Marco Antonio Moreira of Brazil regarding General Skills, Essential Competencies and Experiences be considered as having general validity for the preparation of qualified physicists. (See page 61).
Participantes Alberto Gattoni Celia Chung Chow Celso Luis Ladera Ileana Greca Lighia B. Horodynski-Matsushigue Maria Antonieta Almeida Maria Emilia Baltar Bernasiuk Michel Betz Pablo Longi Paulo Pascholati Rodrigo Covaleda Ruth Howes Simon George Teodoro Halpern Zwinglio Guimarães Filho 113
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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
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51 CHANGES IN UNDERGRADUATE PHYSICS
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53 The students in our classes are
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55 CURRICULUM PARA EL DOCENTE DE FI
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57 entre los países iberoamericano
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59 disciplinar y el conocimiento pe
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 82 and 83: 82 Pero no es suficiente que el alu
Page 85 and 86: Introdução 85 A HISTÓRIA E A FIL
Page 87 and 88: 87 história não neutra, objetiva
Page 89 and 90: 89 tornasse a física mais humana,
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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
Page 100 and 101: 100 SYMPOSIUM PANEL PRESENTATION -
Page 102 and 103: 102 CONSIDERACIONES EN LA SESIÓN F
Page 104 and 105: 104 COMMENTS AT THE FINAL SESSION O
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Page 108 and 109: 108 VII CIAEF GRUPOS DE TRABALHO GR
Page 110 and 111: 110 GRUPO 2: LA PREPARACIÓN DE FÍ
Page 114 and 115: 114 GRUPO 3: FÍSICA EN LA ENSEÑAN
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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
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Page 128 and 129: 128 APRESENTAÇÕES EM PAINEL/ POST
Page 130 and 131: 130 CONCEPTOS DE FÍSICA QUE LE SON
Page 132 and 133: VII Conferência Interamericana sob
Page 136 and 137: Délcio Basso Faculdade de Física
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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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