This creative project is a teacher's manual to accompany the student materials previously developed for "Physics for Freshmen: A Laboratory Survey of Some Major Topics in Physics." The manual is divided into four sections for each of the 62 laboratory investigations. The teaser is intended to arouse interest in the principle to be studied. The equipment list is to aid the teacher in the preparation of materials. The introduction includes directions for preparation of materials, notes for introducing subject matter to the students, and directions and/or references for the operation of the equipment. The conclusion is basically notes to use in leading the students' discussion following their experimental work.The manual is intended for an experienced physics teacher or for someone trained in the field with a great deal of personal reference study.

The Interactive Physics Laboratory is a project created at MFF UK. The idea is to provide access to interesting physical experiments to high-school students. This paper describes installation of experiments covering the topic "Physics of the microworld". After the topic is analysed, several suitable experiments are chosen, made oparational and supporting manuals and worksheets created. At the very end, actual high school students are brought in for testing. Powered by TCPDF (www.tcpdf.org)

Atualmente existe, praticamente, um consenso entre os pesquisadores de Ensino de Física, de que a metodologia tradicional não é a mais efetiva por não promover um real engajamento dos estudantes durante o processo de ensino/aprendizagem. Muitos pesquisadores denominam Aprendizagem Ativa (AA), os métodos que requerem tal engajamento e as pesquisas indicam que esta abordagem é mais efetiva. Ou seja, verifica-se um aumento da compreensão dos conceitos básicos de Física. Entretanto, ainda há pouca aplicação de novas metodologias em sala de aula, tanto no ensino médio quanto no superior. No nosso entender, as atividades experimentais (de laboratório ou demonstração) são as mais adequadas para a aplicação de metodologias de AA. Entretanto, particularmente no Brasil, existe pouco material didático experimental disponível que utilize essa metodologia. Este trabalho visa sanar tal necessidade no campo da Ótica Geométrica, oferecendo uma série de roteiros comentados para experimentos e demonstrações interativas. Estes roteiros usam a idéia de investigação orientada onde se pretende que os conhecimentos prévios dos alunos sejam expostos e confrontados com os conceitos científicos. Este material foi aplicado a estudantes do ensino médio (escolas públicas) e do curso de Licenciatura em Ciências Exatas do IFSC. Para a avaliação do mesmo foram realizados testes escritos e monitoramentos em sala de aula. / There is nowadays consensus among the physics education researchers that the traditional teaching methods are not the most effective in promoting real engagement of the students in the teaching/learning process. Several researchers named Active Learning (AL), methods that require this engagement and research evidences indicate that this approach is the most effective, a better comprehension of the basic physics concepts is verified. However, particularly in Brazil, there are few didactic materials available using AL approaches. This works aims to fulfill this need in the field of Geometrical Optics, offering a series of tutorials (guides) for experiments and interactive demonstrations. These tutorials are based in the idea of guided investigation where the students previous beliefs are exposed and confronted with the scientific concepts. This material was applied to high school students (in public schools) and college students (science teacher preparation course of IFSC). In order to evaluate this material, written tests were performed as well as observation of classrooms.

Atualmente existe, praticamente, um consenso entre os pesquisadores de Ensino de Física, de que a metodologia tradicional não é a mais efetiva por não promover um real engajamento dos estudantes durante o processo de ensino/aprendizagem. Muitos pesquisadores denominam Aprendizagem Ativa (AA), os métodos que requerem tal engajamento e as pesquisas indicam que esta abordagem é mais efetiva. Ou seja, verifica-se um aumento da compreensão dos conceitos básicos de Física. Entretanto, ainda há pouca aplicação de novas metodologias em sala de aula, tanto no ensino médio quanto no superior. No nosso entender, as atividades experimentais (de laboratório ou demonstração) são as mais adequadas para a aplicação de metodologias de AA. Entretanto, particularmente no Brasil, existe pouco material didático experimental disponível que utilize essa metodologia. Este trabalho visa sanar tal necessidade no campo da Ótica Geométrica, oferecendo uma série de roteiros comentados para experimentos e demonstrações interativas. Estes roteiros usam a idéia de investigação orientada onde se pretende que os conhecimentos prévios dos alunos sejam expostos e confrontados com os conceitos científicos. Este material foi aplicado a estudantes do ensino médio (escolas públicas) e do curso de Licenciatura em Ciências Exatas do IFSC. Para a avaliação do mesmo foram realizados testes escritos e monitoramentos em sala de aula. / There is nowadays consensus among the physics education researchers that the traditional teaching methods are not the most effective in promoting real engagement of the students in the teaching/learning process. Several researchers named Active Learning (AL), methods that require this engagement and research evidences indicate that this approach is the most effective, a better comprehension of the basic physics concepts is verified. However, particularly in Brazil, there are few didactic materials available using AL approaches. This works aims to fulfill this need in the field of Geometrical Optics, offering a series of tutorials (guides) for experiments and interactive demonstrations. These tutorials are based in the idea of guided investigation where the students previous beliefs are exposed and confronted with the scientific concepts. This material was applied to high school students (in public schools) and college students (science teacher preparation course of IFSC). In order to evaluate this material, written tests were performed as well as observation of classrooms.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-19T11:56:26Z No. of bitstreams: 1 cirolinobellan.pdf: 4945676 bytes, checksum: 47439fb93a0ea80b7c2734d940c9c656 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-19T14:42:27Z (GMT) No. of bitstreams: 1 cirolinobellan.pdf: 4945676 bytes, checksum: 47439fb93a0ea80b7c2734d940c9c656 (MD5) / Made available in DSpace on 2017-05-19T14:42:27Z (GMT). No. of bitstreams: 1 cirolinobellan.pdf: 4945676 bytes, checksum: 47439fb93a0ea80b7c2734d940c9c656 (MD5) Previous issue date: 2017-02-13 / O presente trabalho tem como premissa que a atividade prática/experimental se constitui no elo entre o mundo abstrato dos pensamentos e ideias e o mundo concreto das realidades físicas. Essas atividades têm vital importância no processo de ensino/aprendizagem, pois são as mesmas que conectam a teoria e a prática, a ciência e o cotidiano do aluno. Acreditamos que não basta apenas elaborar uma nova proposta de atividade de ensino, é necessário que tal proposta seja viável para a grande maioria dos professores de física do país. É necessário fornecer suporte aos professores através de um material de apoio, para que possam maximizar e incrementar suas práticas pedagógicas relacionadas à experimentação. Neste contexto surge a ideia de desenvolver circuitos elétricos didáticos utilizando materiais que possam ser encontrados facilmente pela maioria dos professores de física do país e que sejam de baixo custo. A ideia é que o próprio professor e os alunos montem os seus kits, sem gastar muito dinheiro e tempo. Assim, tanto professores quanto alunos terão a oportunidade de entender melhor a física do seu dia a dia e terão a oportunidade de vivenciar fenômenos físicos, até então deixados de lado ou não estudados com a devida atenção e importância. O objetivo deste trabalho é desenvolver um kit para o ensino de circuitos simples, que seja funcional, de baixo custo e de grande acessibilidade. Além disso, vamos desenvolver um material de apoio para os professores, para que possam utilizar os kits de maneira apropriada, promovendo satisfatoriamente o processo de ensino-aprendizagem. Pretende-se mostrar como complementar as atividades didáticas no ensino de eletricidade, tanto em nível de ensino médio como de graduação, sem a necessidade de grandes investimentos financeiros e sem alterar o conteúdo programático de física. / This work’s premise is that the practical and experimental activity constitutes the link between the abstract world of thoughts and ideas and the concrete world of physical realities. These activities are of vital importance in the process of teaching and learning, they connect theory and practice, science and everyday life for the student. We believe that beyond preparing a new proposal for educational activity, it is necessary that such a proposal be feasible for the vast majority of the physics teachers. It must provide support for the teachers through additional material, so that they can maximize and enhance their teaching practices related to experimentation. In this context we had the idea of developing educational kits of electric circuits using materials that can be easily found by the majority of the physics teachers of the country at a low cost. The idea is that teachers themselves and the students assemble their kits without spending much money and time. Thus, both teachers and students will have the opportunity to better understand everyday physics and will have the opportunity to experience physical phenomena that until now were left out or were not studied with due attention and importance. The objective of this work is to develop a kit for the teaching of simple circuits that is functional, low-cost and of high accessibility. We also developed a supporting material for teachers, so that they can use the kits properly, promoting successfully the teaching-learning process. The goal of this work is to show that it is possible to increase the educational activities in the teaching of electricity, both in high school and undergraduate levels without the need for large financial investment and without changing the physics syllabus.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-12T14:11:44Z No. of bitstreams: 1 luizarthurrodriguesdemello.pdf: 3984461 bytes, checksum: 78cfb143fdfb4f0c949412a0b1fc9d0c (MD5) / Approved for entry into archive by Renata Lopes (renatasil82@gmail.com) on 2018-11-13T13:27:27Z (GMT) No. of bitstreams: 1 luizarthurrodriguesdemello.pdf: 3984461 bytes, checksum: 78cfb143fdfb4f0c949412a0b1fc9d0c (MD5) / Made available in DSpace on 2018-11-13T13:27:27Z (GMT). No. of bitstreams: 1 luizarthurrodriguesdemello.pdf: 3984461 bytes, checksum: 78cfb143fdfb4f0c949412a0b1fc9d0c (MD5) Previous issue date: 2018-08-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo dessa dissertação é apresentar a educadores de escolas da rede pública e particular alternativas para a produção de equipamentos para laboratório de indução eletromagnética de custo reduzido e com qualidade comparável aos equipamentos disponíveis no mercado, além de apresentar uma metodologia para aproveitar esse material. O docente é desafiado a mudar do método tradicional, mecanizado, para um formato onde o aluno é levado a interagir com os equipamentos de laboratório, levantar hipóteses para fenômenos observados, discutir essas hipóteses com colegas e apresentar resultados. Apresentamos um planejamento com atividades de Ensino por Investigação, transferindo o foco da aprendizagem para o aluno e possibilitando a sua participação ativa no processo de aquisição do conhecimento. Docentes e discentes dialogam e constroem o conhecimento a partir dessa interação. O produto dessa dissertação inclui um passo-a-passo para construção de uma Mini-bobina de Tesla, uma bobina com quatro mil espiras ligada a diodos LED, um tubo de Foucault e uma bobina chata, além de propor experimentos para utilizar esses equipamentos. Utilizamos a metodologia POE (prever, observar, explicar) na atividade com a Mini-bobina de Tesla e atividades voltadas ao Ensino por Investigação para os demais experimentos. Ao aplicar o produto nas escolas onde o autor trabalha foi possível perceber que os resultados foram positivos, com aumento do interesse dos alunos, melhora na relação com o docente e facilidade para formalizar os conceitos nas aulas teóricas. / The objective of this dissertation is to present educators at schools in the public and private sectors alternatives to produce low-cost electromagnetic induction laboratory equipment with comparable quality to the equipment available in the market, as well as presenting a methodology to take advantage of this material. The teacher is challenged to change from the mechanized traditional method to a format where the student is led to interact with the equipment of the laboratory, to formulate hypotheses about the observed phenomena, to discuss these hypotheses with colleagues and to present results. We present a planning with activities of inquirybased science education, transferring the focus of the learning to the student and enabling their active participation in the process of learning. Teachers and students dialogue and build knowledge from this interaction. The product of this dissertation includes a step-by-step construction of a Tesla Mini-coil, a coil with four thousand wire loops connected to LEDs, a Foucault tube and a flat coil, and propose experiments to use such equipment. We used the POE methodology (predict, observe, explain) in the activity with the Tesla Mini-coil and activities focused on investigation for the other experiments. When applying the product in the schools where the author works, it was possible to perceive that the results were positive, with an increase in student interest, improvement in the relation with the teacher and ease of formalizing the concepts in the theoretical classes.

What could it mean to be a physicist specialized in radioactivity in the early 20th century Vienna? More specifically, what could it mean to be a woman experimenter in radioactivity during that time? This dissertation focuses on the lived experiences of the women experimenters of the <i>Institut für Radiumforschung</i> in Vienna between 1910 and 1938. As one of three leading European Institutes specializing in radioactivity, the Institute had a very strong staff. At a time when there were few women in physics, one third of the Institute's researchers were women. Furthermore, they were not just technicians but were independent researchers who published at about the same rate as their male colleagues. This study accounts for the exceptional constellation of factors that contributed to the unique position of women in Vienna as active experimenters. Three main threads structure this study. One is the role of the civic culture of Vienna and the spatial arrangements specific to the <i>Mediziner-Viertel</i> in establishing the context of the intellectual work of the physicists. A second concerns the ways the Institute's architecture helped to define the scientific activity in its laboratories and to establish the gendered identities of the physicists it housed. The third examines how the social conditions of the Institute influenced the deployment of instrumentation and experimental procedures especially during the Cambridge-Vienna controversy of the 1920s. These threads are unified by their relation to the changing political context during the three contrasting periods in which the story unfolds: a) from the end of the 19th century to the end of the First World War, when new movements, including feminism, Social Democracy, and Christian Socialism, shaped the Viennese political scene, b) the period of Red Vienna, 1919 to 1934, when Social Democrats had control of the City of Vienna, and c) the period from 1934 to the <i>Anschluss</i> in 1938, during which fascists and Nazis seized power in Austria. As I show, the careers of the Institute's women were shaped in good part by the shifting meanings, and the politics, that attached to being a "woman experimenter" in Vienna from 1910 to the beginning of the Second World War. / Ph. D.