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

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94 REMARKS AT THE SYMPOSIUM SESSION OF THE VII IACPE Leonard Jossem Ohio State University Columbus, USA jossem@mps.ohio-state Why do we have international conferences on physics education? When one looks for financial support to come to conferences such as this, the question is sometimes asked: "You have international journals and e-mail and the Internet to provide communication, so why have international conferences, and why spend so much money and time to travel to them?' The answer, as we all know, is that these conferences serve a unique and irreplaceable function. They provide for the face-to face renewal of old friendships, for the face-to-face formation of new friendships, and for the face-to-face discussion of new ideas and of common concerns. These are important matters that can be achieved in no other way. So I hope that you will join me in expressing our appreciation and our best thanks to Marco and all of the other Conference Organizers who have worked so hard to make this conference possible, and to make it the success that it is. Others in this Symposium will talk about specific concerns, so I want only to say a few words about what I see as common concerns in the conference. They are mostly concerns about how to adapt to changing conditions in the world. A primary concern has to do with the changing social and technological context of education. In recent years we have seen the commercialization of education - of education becoming a commodity. This has brought with it changes in the nature of educational administration, and an increase in institutional impediments to the improvement of instruction. It has brought with it also increasing demands for assessment and accountability, not always in ways that are appropriate to the educational process. Other concerns include the effective use of the powerful new technologies of communication and visualization, both for local and distance teaching, and the clear need for more and better research in physics education. There are concerns with the relations of the physics education community with the rest of society. How to bring about public recognition that a well educated population with a good background in science and technology is important for national progress, and is well worth the price of achieving it? I am reminded of a cartoon in which a man speaking on the telephone says "We have high quality and low prices. Which do you prefer?" And there are the concerns within the physics education community itself. There is the changing focus and the increasing concern with student learning. "How do you know?" "What is the evidence?" There is the continuing and increasingly recognized need for research and renewal for instructional strategies and tactics. Increased ease of communication makes it easier for mutual support across boundaries. As
95 In my view, the future of physics and physics education is to a large extent in our own hands. The question is: do we have the wisdom and the courage to act together to make it what we would like it to be? Thank you.
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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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Page 48 and 49: 48 2) Capacidad de proyección en c
Page 51 and 52: 51 CHANGES IN UNDERGRADUATE PHYSICS
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Page 74 and 75: 74 Llegado a este punto, me interes
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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 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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144 VII CONFERÊNCIA INTERAMERICANA
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Brasil Final Report - Department of Physics - The Ohio State University

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