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

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16 If science was as popular as soccer, so that people talking in a pub or other social occasion would talk about physics as they talk about other interesting subjects, probably competence in science in the country would be much higher. 6. Social Exclusion vs Inclusion Education in Brazil has been highly selective from a social-economic point of view: up to 1968, poor people only had at most four years of schooling. Recently, this is improving. However one of the great problems of the country is to diminish and eliminate exclusion of social groups. Street children and children who spend most of their time on the streets belong to such groups. At Estação Ciência we have a program designed for these children, based on the use of the apparatus in the science center, specially microcomputers. The children learn to read and write using the computer, then arithmetic and other softwares. The program is called Clicar, is supported by the petroleum company Petrobras and has been very successful in attracting and educating hundreds of children who did not go to school. I will show you a short video showing the children and the operation of the project. The need to include excluded groups refers to all education, and in particular also to physics education. 7. Internet The internet will become ever more important in science education in the future. Here I will only mention some Brazilian projects in this area. At Estação Ciência the site www.eciencia.usp.br has several physics clips, particularly an interactive Virtual Laboratory. Also at USP, in the Physics Institute site, there is an interactive site www.if.usp.br/cepa . In Santa Catarina, Nelson Canzian, www.fsc.ufsc.br/~canzian, has interactive software on elementary mathematics (Oficina de Funções) , applets on physics, and other materials. Science fair materials are at Leo Ferraz’s site www.feiradeciencias.com.br.
17 CONFERÊNCIA Lecture Lillian C. McDermott, U.S.A. Bridging the gap between teaching and learning: the role of physics education research in the preparation of teachers and majors.
Page 1 and 2: VII CONFERÊNCIA INTERAMERICANA SOB
Page 3 and 4: 3 The basic theme of the Conference
Page 5 and 6: 5 ÍNDICE Summary APRESENTAÇÃO (P
Page 7: 7 PALESTRAS DE ABERTURA Opening tal
Page 10 and 11: 10 Um exemplo onde a física tem ti
Page 13 and 14: 1. A Brief History 13 PHYSICS TEACH
Page 15: 15 We do not have the results yet.
Page 20 and 21: 20 We are currently developing two
Page 22 and 23: 22 the modern physics course, the s
Page 24 and 25: 24 effective approach for helping s
Page 26 and 27: 26 returned to the students. They a
Page 28 and 29: 28 can help students learn to do th
Page 30 and 31: ight regions on screen “light tha
Page 32 and 33: 32 d d /2 (a) d d/2 Figure 6: Arran
Page 34 and 35: 34 to the right of the rightmost sl
Page 37 and 38: 37 UNA NUEVA TECNOLOGÍA APLICADA A
Page 39: 39 Entre bloque y bloque el docente
Page 42 and 43: 42 Another program, ProInfo, begun
Page 44 and 45: 44 important element of the problem
Page 46 and 47: 46 situação presencial. Anais do
Page 48 and 49: 48 2) Capacidad de proyección en c
Page 51 and 52: 51 CHANGES IN UNDERGRADUATE PHYSICS
Page 53 and 54: 53 The students in our classes are
Page 55 and 56: 55 CURRICULUM PARA EL DOCENTE DE FI
Page 57 and 58: 57 entre los países iberoamericano
Page 59 and 60: 59 disciplinar y el conocimiento pe
Page 61 and 62: 61 DIRETRIZES CURRICULARES PARA A F
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67 ensino médio; (iii) produção
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69 MESA REDONDA Round Table HISTÓR
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72 y, por el desconocimiento de las
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74 Llegado a este punto, me interes
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76 las fronteras entre las ciencias
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78 (un texto escrito por un autor,
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80 necesario tener una sólida comp
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82 Pero no es suficiente que el alu
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Introdução 85 A HISTÓRIA E A FIL
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87 história não neutra, objetiva
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89 tornasse a física mais humana,
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91 3. PEDUZZI, L.O.Q. Sobre a utili
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94 REMARKS AT THE SYMPOSIUM SESSION
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96 O ENSINO DE FÍSICA NO BRASIL: O
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98 CONFERENCE RESPONSE - VII IACPE
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100 SYMPOSIUM PANEL PRESENTATION -
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102 CONSIDERACIONES EN LA SESIÓN F
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104 COMMENTS AT THE FINAL SESSION O
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106 RECOMENDAÇÕES DOS GRUPOS DE T
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108 VII CIAEF GRUPOS DE TRABALHO GR
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110 GRUPO 2: LA PREPARACIÓN DE FÍ
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112 GROUP 2: THE PREPARATION OF PHY
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114 GRUPO 3: FÍSICA EN LA ENSEÑAN
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Video Proyector de transparencias
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118 VII CONFERÊNCIA INTERAMERICANA
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120 WORKSHOPS Julho 04/July 04; 14:
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122 MODELOS ALTERNATIVOS PARA EXPLI
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124 Beny Richter Richter TEACHERS T
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126 SIMULACIONES EN LA ENSEÑANZA D
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128 APRESENTAÇÕES EM PAINEL/ POST
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130 CONCEPTOS DE FÍSICA QUE LE SON
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VII Conferência Interamericana sob
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Délcio Basso Faculdade de Física
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José Alberto Peña Echezuría UPEL
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María Jesús Elejalde García Depa
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Rejane Aurora Mion UEPG Praça Sant
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Brasil Final Report - Department of Physics - The Ohio State University

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