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Física téorica online: um desafio para o ensino superior
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Artigo -PDF | 717.64 KB | Adobe PDF | ||
| Apresentação | 1.46 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O objetivo deste trabalho é apresentar as etapas de construção da disciplina Fisica Teórica I na modalidade online. Esta disciplina apresenta um índice de reprovação de cerca de 40% na modalidade presencial, sendo um dos principais motivos de abandono nos cursos de Engenharia ainda no ciclo básico. Percebe-se que boa parte das reprovações ocorre devido às deficiências trazidas pelos alunos em matemática e física. No curso regular não há carga horária suficiente para sanar estas deficiências e cumprir o conteúdo integralmente. Este aspecto motivou a construção da disciplina na modalidade online para cursos presenciais. A disciplina foi construída permitindo-se flexibilidade de caminhos, incluindo revisão de conteúdos do ensino médio. Desta forma, pretende-se suprir as deficiências da formação com as quais os estudantes ingressam na universidade, reduzindo, assim a taxa de reprovação e consequente evasão. A disciplina foi implantada no primeiro periodo letivo de 2013 e a resposta por parte dos alunos foi positiva e encorajadora. Trabalhos adicionais estão sendo produzidos para análise do impacto da disciplina nas taxas de reprovação e evasão.
The aim of this paper is to present the stages of development of the module Theoretical Physics I for online presentation. In previous face-to-face presentations, the module has had a failure rate of about 40%, constituting one of the main reasons for attrition in engineering courses during the first two study years. Our experience has been that failure occurs due to gaps in students’ previous knowledge of Mathematics and Physics. In face-to-face mode there is no sufficient time to both remedy these deficiencies and deliver the main module content. This has motivated development of the module in a Virtual Learning Environment including access for students enrolled in the traditional mode. The online module has been designed to allow for flexible pathways that include the option to learn or revise pre-requisite topics. Thus, it is intended to allow students to fill in knowledge gaps that exist as a consequence of deficient schooling. It is hoped that the module will give students the opportunity of restructuring their knowledge, reducing the failure rate and consequent attrition. The new scheme was implemented in the first academic semester of 2013, and, so far, student response has been positively and very encouraging. Further work is underway to examine the impact of the module on repetition and dropout rates.
The aim of this paper is to present the stages of development of the module Theoretical Physics I for online presentation. In previous face-to-face presentations, the module has had a failure rate of about 40%, constituting one of the main reasons for attrition in engineering courses during the first two study years. Our experience has been that failure occurs due to gaps in students’ previous knowledge of Mathematics and Physics. In face-to-face mode there is no sufficient time to both remedy these deficiencies and deliver the main module content. This has motivated development of the module in a Virtual Learning Environment including access for students enrolled in the traditional mode. The online module has been designed to allow for flexible pathways that include the option to learn or revise pre-requisite topics. Thus, it is intended to allow students to fill in knowledge gaps that exist as a consequence of deficient schooling. It is hoped that the module will give students the opportunity of restructuring their knowledge, reducing the failure rate and consequent attrition. The new scheme was implemented in the first academic semester of 2013, and, so far, student response has been positively and very encouraging. Further work is underway to examine the impact of the module on repetition and dropout rates.
Description
Keywords
Física Disciplina online Evasão Physics Online module Attrition III Colóquio Luso-Brasileiro de Educação a Distância e Elearning
Citation
Markenson, Simone; Burger, Regiane; Santos, Danielle Vilar G. dos - Física téorica online [Em linha]: um desafio para o ensino superior. In Colóquio Luso-Brasileiro de Educação a Distância e Elearning, 3, Lisboa, 2013. "Colóquio Luso-Brasileiro...: atas". Lisboa: Universidade Aberta. LEAD, 2014. ISBN 978-972-674-738-3. p. 1-15
Publisher
Universidade Aberta
LE@D
LE@D