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terça-feira, abril 08, 2008

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Está disponível no arXiv.org, o artigo Blogging in the physics classroom: A research-based approach to shaping students' attitudes towards physics, que mostra a experiência de dois professores ao introduzir um blog oficial em uma disciplina de física (Creighton University, California Plaza, USA). .

A leitura do blog era uma das tarefas da disciplina e valia pontos na média, caso os comentários fossem considerados relevantes pelos instrutores. O blog era atualizado algumas vezes na semana. O interessante é que o estudo foi motivado por um outro anterior (ref. 9 do artigo) que mostrava que as expectativas dos estudantes dos cursos de física eram piores depois que o estudante cursava a disciplina.

Com a utilização do blog (contendo principalmente aplicações da Física no “mundo real”), as expectativas foram significativamente melhoradas.
Uma das principais fontes para o blog, foi o site "How Stuff Works", que permitiu a cópia integral de seu material no blog oficial.

É legal ver como técnicas modernas mas simples podem ser implementadas e mostrarem-se efetivas.


Blogging in the physics classroom: A research-based approach to shaping students' attitudes towards physics



Authors: Gintaras Duda, Katherine Garrett
(Submitted on 13 Aug 2007)
Abstract: Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to calculate, but come out of a general physics course without a deep understanding of how physics has transformed the world around them. In other words, they get the "how" but not the "why". Studies have shown that students leave introductory physics courses almost universally less excited about the topic than when they came in. This paper will detail an experiment to address this problem: a course weblog or "blog" which discusses real-world applications of physics and engages students in discussion and thinking outside of class. Student attitudes towards the value of physics were probed using a 26-question Likert scale survey over the course of four semesters in an introductory physics course at a comprehensive Jesuit university. We found that students who did not participate in the blog study generally exhibited a deterioration in attitude towards physics as seen previously. However, students who read, commented, and were involved with the blog maintained their initially positive attitudes towards physics. Student response to the blog was overwhelmingly positive, with students claiming that the blog made the things we studied in the classroom come alive for them and seem much more relevant.
Comments:
17 pages, 6 figures
Subjects:
Physics Education (physics.ed-ph)
Cite as:
arXiv:0708.1759v1 [physics.ed-ph]

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