Teaching and physics education research: bridging the gap

Fraser, James M.; Timan, Anneke L; Miller, Kelly; Dowd, Jason E.; Tucker, Laura Lee; Mazur, Eric

doi:10.1088/0034-4885/77/3/032401

Cited by 126 publications

(99 citation statements)

References 80 publications

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“…Ha llegado a plantearse que las técnicas tradicionales han funcionado con éxito hasta ahora, que no todos los estudiantes de Física poseen interés en la investigación, o incluso que no se dispone de suficiente tiempo para la innovación educativa en las Universidades [10].…”

Section: E5407-2 Exposición Temprana De Nativos Digitales En Ambienteunclassified

“…Si bien existe una bien documentada de lista de prác-ticas exitosas de articulación docencia-investigación, la inmensa mayoría de los primeros cursos en la enseñanza de la ciencia siguen siendo tradicionales: clases magistrales con tiza y pizarrón [10]. Por ello queremos contribuir con algunas experiencias que muestran estrategias para exponer a estudiantes de educación superior a ambientes, metodologías y técnicas de investigación abordando problemas contemporáneos.…”

Section: E5407-2 Exposición Temprana De Nativos Digitales En Ambienteunclassified

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Exposición Temprana de Nativos Digitales en Ambientes, Metodologías y Técnicas de Investigación en la Universidad

Asorey

Núñez

Sarmiento-Cano

2018

Rev. Bras. Ensino Fís.

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Resumo Conscientes de la problemática relacionada con la motivación en el estudio de las carreras científicas, presentamos dos experiencias en las cuales se expone a estudiantes universitarios a ambientes, metodologías y técnicas del descubrimiento abordando problemas contemporáneos. Estas experiencias se desarrollaron en dos contextos complementarios: un curso de Introducción a la Física, en el cual se motiva a estudiantes de Física a la participación temprana en investigación, y un semillero de investigación multidisciplinario para estudiantes avanzados de pregrado en Ciencias e Ingeniería, el cual produjo incluso contribuciones a eventos internacionales. Si bien los resultados son preliminares y requieren más ediciones para ser estadísticamente significativos, consideramos que son alentadores. En ambos entornos se observó un aumento de la motivación de los estudiantes para continuar sus carreras haciendo énfasis en la investigación. En este trabajo, además de presentar el marco contextual en el cual se soportan las experiencias, describimos seis actividades concretas para vincular a los estudiantes con los ambientes de descubrimiento, las cuales creemos pueden ser replicadas en ambientes similares de otras instituciones educativas.

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Section: E5407-2 Exposición Temprana De Nativos Digitales En Ambienteunclassified

Exposición Temprana de Nativos Digitales en Ambientes, Metodologías y Técnicas de Investigación en la Universidad

Asorey

Núñez

Sarmiento-Cano

2018

Rev. Bras. Ensino Fís.

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“…These levels were chosen according to two of active learning's main characteristics: engagement and collaboration [17]. The first three skills were registered three times during the lab session: at the beginning, middle, and end of the activity.…”

Section: Observationmentioning

confidence: 99%

Using RealTime Physics with different instructional technologies in a circuits lab

Quezada-Espinoza¹,

Domínguez²,

Zavala³

2016

2016 Physics Education Research Conference Proceedings

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Prior physics education studies have established a positive influence in learning when students use researchbased strategies (mainly Tutorials) and instructional technologies in physics courses. This contribution studies learning outcomes and behavior when combining a research-based strategy that promotes collecting data, RealTime Physics (RTP), with different instructional technologies: 1) RTP using probes and computers (original version), 2) RTP with probes and a graphing calculator, and 3) RTP with PhET simulations. Participants in this study were 271 engineering students enrolled in a private Mexican university who are familiar with the use of Tutorials in the physics lab. The experiment was conducted in the circuits unit of an Electricity and Magnetism course. This qualitative study uses a research-based open-ended test and systematic lab observations. Results show that student learning and behavior are related to the type of instructional technology used in combination with RTP in the lab activities.

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“…• promoting a better interpretation of physics and its application in practical situations 5 promoting activities where students can understand how physics works instead of just doing calculations;…”

Section: Characteristics Of the Developed Projectmentioning

confidence: 99%

Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course

Cutri¹,

Baracat²,

Marim³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Students of Engineering have difficulties in the assimilation of the concepts explored inElectromagnetism and Waves. These difficulties begin with a lack of abstraction, especially when seeking to understand the Electromagnetism concepts. Many active learning methodologies and cases are presented in the literature for Classical Mechanics, but there are few references to Electromagnetism and Waves. This study presents a PBL-Problem Based Learning and a Project Based Learning-practice which was applied to a large class (25 students) and replicated for a thousand student universe in an annual university physics class.In the Problem Based Learning approach, each semester, four students teams received, contextualized scripts (with problems for which they were required to conduct simulations and provide conceptual analysis) (see example in the Appendix); at the end of each semester, they presented their results in an oral presentation and had an oral evaluation test. In Project Based Learning approach, at the end of the academic year, the same teams worked together on a final open project using electromagnetics concepts (project, construct, and evaluate an electromagnetic crane with open specifications) and participated in a competition. The active learning development pedagogical process was used to allow students to have a better understanding of physical phenomenon, in addition to developing scientific thought to allow for suitable modeling, simulation, and analysis, without only doing mathematical deductions with no understanding of Real Physics. The evaluation of the learning process was done using a close-and open-ended questionnaire survey completed by the students at the end of the semester. Students, using a blind process, had the opportunity to evaluate how the proposed activities allowed them to achieve a better understanding of the physical concepts, such as if this increased their motivation for engineering, if the amount of time available to solve problems was adequate, if the support provided for the development of the work (infrastructure and service teachers) was used, and any suggestions they had for improvement.The survey results revealed that the students' perception of their understanding increased, with approximately 70% of students approving of the new pedagogical proposal. This same Page 26.147.2 idea could be easily applied in other engineering schools by adapting the contextualized scripts.

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Teaching and physics education research: bridging the gap

Cited by 126 publications

References 80 publications

Exposición Temprana de Nativos Digitales en Ambientes, Metodologías y Técnicas de Investigación en la Universidad

Exposición Temprana de Nativos Digitales en Ambientes, Metodologías y Técnicas de Investigación en la Universidad

Using RealTime Physics with different instructional technologies in a circuits lab

Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course

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