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The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders
Fonte: University of Limerick, Department of Physics
Publicador: University of Limerick, Department of Physics
Tipo: Doctoral thesis; all_ul_research; ul_theses_dissertations; none
ENG
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peer-reviewed; Physics Education Research (PER) has shown that students leave the physics classroom holding the same misconceptions about physics they had when they entered. PER has demonstrated that these misconceptions are often deeply held and are difficult to change. The literature indicates that Peer Learning has advantages compared with traditional methods in producing conceptual change and that there are a number of potential benefits for utilising undergraduates as Peer Leaders in Peer Learning programmes. Gartner, Kohler, and Riessman (1971) summarised a number of beneficial cognitive processes that occur when Peer Leaders prepare for Peer Learning sessions. It is believed that in reviewing, organising and teaching the material, they may gain a better understanding of the subject. However, little or no literature exists on the effect participation has on Peer Leaders or their experience of a Peer Learning programme. In particular, few studies determining the effect of participation on the Peer Leaders in physics at third level exist. The purpose of this study is to explore the effect of becoming a Peer Leader, to investigate the experience of becoming a Peer Leader, and to illuminate the implications of using undergraduate Peer Leaders in physics tutorials at third level.
A model of Peer Learning was designed and implemented in physics tutorials at the University of Limerick and the Peer Leaders selected for this study had direct experience of undergraduate introductory physics courses. This Peer Learning model involved students working in cooperative groups with an undergraduate Peer Leader as a facilitator of their learning. Training was provided to the Peer Leaders to ensure that they created an environment where the students were actively and productively engaged with the material and with each other. Action research was chosen as the central methodology of this thesis...
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Analysis and Projections of Physics in Chile
Fonte: Institute of Physics (IoP)
Publicador: Institute of Physics (IoP)
Tipo: Artículo de revista
EN
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In the present work, an assessment of the Physics research capacity in Chile is
presented. For this, the period between 2000 and June 2005 has been studied. In this period
almost 200 physicists have contributed to scientific production in terms of ISI publications.
Amongst these 200, ~160 correspond to theoretical physicists and only ~40 to experimental
physicists; ~178 are men and only ~22 are women. A more detailed analysis shows that ~160
physicists have at least one appearance in ISI publications per year considering the last 3 years.
Ten years ago, a similar criteria (at least one appearance per year in ISI articles, considering
mobile three-year periods), the number of active physicists in the Chilean community was
estimated at 70. Therefore, the Chilean active physicists’ community has doubled in 10 years.
There exist 20 centres in which scientific research is developed: 18 university centres, a
government institute and a private institute.
As regards scientific productivity, both as related to disciplines or research areas, and well as in
relation to research centres, it is found that, generally, scientific production, in a particular area
in Physics or in a research centre, is directly related to the number of corresponding
researchers; that is to say...
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On the teaching and learning of physics: A Criticism and a Systemic Approach
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 06/02/2009
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The amount of published research in Physics Education Research (PER) shows,
on one hand, an increasing interest in the design and development of high
performance physics teaching strategies, and, on the other hand, it tries to
understand plausible ways on which the brain processes scientific information
so that scientific thinking skills could be taught more effectively. As physics
is a subject in which mathematical and conceptual reasoning can not be
separated, instructors of physics face the problem of finding suitable advise
on the most effective methods of teaching physics (i.e. how much time should be
spent on intuitive conceptual reasoning and how much time in developing
quantitative reasoning, and how to teach both in a unitary way). In spite the
important efforts made by the PER community, the published results are
overwhelming and confusing for the physics instructors in the sense that the
conclusions that have arisen in those articles are in some instances
controversial and far from being conclusive in pointing out a particular
strategy to overcome the afore mentioned problem. Accordingly, based on the
analysis of published PER work, we'll be arguing that one of the major
difficulties to overcome in the teaching of physics could be associated to the
lack of a consistent and coherent methodological framework for teaching which
integrates both aspects...
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Mathematical Physics : Problems and Solutions of The Students Training Contest Olympiad in Mathematical and Theoretical Physics (May 21st - 24th, 2010)
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
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The present issue of the series <>
represents the Proceedings of the Students Training Contest Olympiad in
Mathematical and Theoretical Physics and includes the statements and the
solutions of the problems offered to the participants. The contest Olympiad was
held on May 21st-24th, 2010 by Scientific Research Laboratory of Mathematical
Physics of Samara State University, Steklov Mathematical Institute of Russia's
Academy of Sciences, and Moscow Institute of Physics and Technology (State
University) in cooperation.
The present Proceedings is intended to be used by the students of physical
and mechanical-mathematical departments of the universities, who are interested
in acquiring a deeper knowledge of the methods of mathematical and theoretical
physics, and could be also useful for the persons involved in teaching
mathematical and theoretical physics.; Comment: 68 pages, Proceedings of the statements and solutions of the problems
of the Students Training Contest Olympiad in Mathematical and Theoretical
Physics. The subjects covered by the problems include classical mechanics,
integrable nonlinear systems, probability, integral equations, PDE, quantum
and particle physics, cosmology...
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Evaluation of High School Programme for Gifted Pupils in Physics and Sciences in Serbia - Experience in Regional Cooperation -- SEENET-MTP Network
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 23/10/2011
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The "High school class for students with special abilities in physics" was
founded in Nis, Serbia (http://tesla.pmf.ni.ac.rs/f_odeljenje/) in 2003. The
basic aim of this project has been introducing a broadened curriculum of
physics, mathematics, computer science, as well as chemistry and biology. Now,
eight years after establishing of this specialized class, we present analyses
of the pupils' skills in solving rather problem oriented test, as PISA test,
and compare their results with the results of pupils who study under standard
curricula. Also, an external evaluation conducted more recently, shows that
Special physics class students performed higher on science knowledge test in
comparison with students from control groups (grammar school and special math
class students). Establishing of the Special physics class as an interesting
educational experiment and its development has been connected, in a sense, with
activities of the Southeastern European Network in Mathematical and Theoretical
Physics. We present the main achievements of the Network and their possible
impact to the students. We make conclusions and remarks that may be useful for
the future work that aims to increase pupils' intrinsic and instrumental
motivation for physics and sciences...
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A Physics Show Performed by Students for Kids: From Mechanics to Elementary Particle Physics
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
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#Physics - Physics Education#High Energy Physics - Phenomenology#Physics - Popular Physics#Physics - Physics and Society
We describe an initiative at the University of Bonn, where the students
develop and perform a 2 hour physics show for school classes and the general
public. The show is entertaining and educational and is aimed at children aged
10 and older. For the physics students this is a unique experience to apply
their knowledge at an early stage and gives them the chance to develop skills
in the public presentation of science, in front of 520 people per show. We have
extended the activity to put on an elementary particle physics show for
teenagers. Furthermore, local high schools have picked up the idea; their
students put on similar shows for fellow students and parents. We would be
interested in hearing about related activities elsewhere.; Comment: 6 Pages, LateX, 3 Figures. High quality figures available from
author. Journal submission notice added
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Physics Educators as Designers of Simulation using Easy Java Simulation (Ejs) Part 2*
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 06/11/2012
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To deepen do-it-yourself (DIY) technology in the physics classroom, we seek
to highlight the Open Source Physics (OSP) community of educators that engage,
enable and empower teachers as learners so that we create DIY technology
tools-simulation for inquiry learning. We learn through Web 2 online
collaborative means to develop simulations together with reputable physicists
through the open source digital library. By examining the open source codes of
the simulation through the Easy Java Simulation (EJS) toolkit, we are able make
sense of the physics from the computational models created by practicing
physicists. We will share newer (2010-present) simulations that we have remixed
from existing library of simulations models into suitable learning environments
for inquiry of physics. We hope other teachers would find these simulations
useful and remix them that suit their own context and contribute back to
benefit all humankind, becoming citizens for the world. Abstract Footnotes:
website prior to the meeting
http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0 *Extension of Wee, L.
K. (2010, 20 July). Physics Educators as Designers of Simulation using Easy
Java Simulation (EJS). Paper presented at the American Association of Physics
Teachers National Meeting Conference: 2010 Summer Meeting...
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Numerical Methods as an Integrated Part of Physics Education
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 17/05/2005
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During the last decade we have witnessed an impressive development in
so-called interpreted languages and computational environments such as Maple,
Mathematica, IDL, Matlab etc. Problems which until recently were typically
solved on mainframe machines and written in computing languages such as Fortran
or C/C++, can now easily be solved on standard PCs with the bonus of immediate
visualizations of the results.
In our undergraduate programs an often posed question is how to incorporate
and exploit efficiently these advances in the standard physics and mathematics
curriculum, without detracting the attention from the classical and basic
theoretical and experimental topics to be covered. Furthermore, if students are
trained to use such tools at early stages in their education, do such tools
really enhance and improve the learning environment? And, perhaps even more
important, does it lead to a better physics understanding?
Here we present one possible approach, where computational topics are
gradually baked into our undergraduate curriculum in Mathematics and Physics,
Astronomy and Meteorology. We focus on training our students to use general
programming tools in solving physics problems, in addition to the classical
analytic problems. By this approach...
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Teaching Theoretical Physics: the cases of Enrico Fermi and Ettore Majorana
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 21/02/2006
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#Physics - History and Philosophy of Physics#High Energy Physics - Phenomenology#Physics - Physics Education#Physics - General Physics#Physics - Popular Physics
We report on theoretical courses by Fermi and Majorana, giving evidence of
the first appearance and further development of Quantum Mechanics teaching in
Italy. On the basis of original documents, we make a comparison between Fermi's
and Majorana's approaches. A detailed analysis is carried out of Fermi's course
on Theoretical Physics attended by Majorana in 1927-28. Three (previously
unknown) programs on advanced Physics courses submitted by Majorana to the
University of Rome between 1933 and 1936 and the course he held in Naples in
1938 complete our analysis: Fermi's phenomenological approach resounded in
Majorana, who however combined it with a deeper theoretical approach, closer to
the modern way of presenting Quantum Mechanics.; Comment: latex, 21 pages; a contribution in the centenary of the birth of
Ettore Majorana
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Cognitive science and the connection between physics and mathematics
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 11/06/2015
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The human mind is endowed with innate primordial perceptions such as space,
distance, motion, change, flow of time, matter. The field of cognitive science
argues that the abstract concepts of mathematics are not Platonic, but are
built in the brain from these primordial perceptions, using what are known as
conceptual metaphors. Known cognitive mechanisms give rise to the extremely
precise and logical language of mathematics. Thus all of the vastness of
mathematics, with its beautiful theorems, is human mathematics. It resides in
the mind, and is not `out there'. Physics is an experimental science in which
results of experiments are described in terms of concrete concepts - these
concepts are also built from our primordial perceptions. The goal of
theoretical physics is to describe the experimentally observed regularity of
the physical world in an unambiguous, precise and logical manner. To do so, the
brain resorts to the well-defined abstract concepts which the mind has
metaphored from our primordial perceptions. Since both the concrete and the
abstract are derived from the primordial, the connection between physics and
mathematics is not mysterious, but natural. This connection is established in
the human brain, where a small subset of the vast human mathematics is
cognitively fitted to describe the regularity of the universe. Theoretical
physics should be thought of as a branch of mathematics...
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Speculative Physics: the Ontology of Theory and Experiment in High Energy Particle Physics and Science Fiction
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 21/06/2014
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#Physics - History and Philosophy of Physics#High Energy Physics - Experiment#High Energy Physics - Phenomenology#Physics - Physics and Society#Quantum Physics
The dissertation brings together approaches across the fields of physics,
critical theory, literary studies, philosophy of physics, sociology of science,
and history of science to synthesize a hybrid approach for instigating more
rigorous and intense cross-disciplinary interrogations between the sciences and
the humanities. There are two levels of conversations going on in the
dissertation; at the first level, the discussion is centered on a critical
historiography and philosophical implications of the discovery Higgs boson in
relation to its position at the intersection of old (current) and the potential
for new possibilities in quantum physics; I then position my findings on the
Higgs boson in connection to the double-slit experiment that represents
foundational inquiries into quantum physics, to demonstrate the bridge between
fundamental physics and high energy particle physics. The conceptualization of
the variants of the double-slit experiment informs the aforementioned critical
comparisons. At the second level of the conversation, theories are produced
from a close study of the physics objects as speculative engine for new
knowledge generation that are then reconceptualized and re-articulated for
extrapolation into the speculative ontology of hard science fiction...
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First Steps into Physics in the Winery
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 15/02/2013
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Physics is introduced as a basic matter in the curricula of professional
schools (i.e. schools for agriculture, electronic or chemistry experts).
Students meet physics in the early years of their training and then continue in
vocational subjects where many physics' topics can be useful. Rarely, however,
the connection between physics and professional matters is quite explicit.
Students often feel physics as boring and useless, i.e. very far from their
interests. In these schools it is almost always required the physics lab, but
it does not always exist. The physics teachers of a local Agricultural
Technical Institute asked us to realize a learning path in laboratory for their
students, since in their school the physics lab was missing. This institute is
the only public school in the Chianti area specializing in Viticulture and
Enology, and attending a further year post diploma, allows the achievement of
the qualification of Enologist. We report a learning path realized starting
from thermal equilibrium to a full understanding of the measures made with the
Malligand's ebulliometer, used for determining the alcoholic strength (alcohol
concentration by volume) of an alcoholic beverage and water/alcohol solutions
in general. The aim was to make interesting measures of physical quantities...
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How to Control a Decrease in Physics Enrollment?
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 25/05/2014
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Physics community is generally concerned about the decrease in Physics
enrollment. Due to the deficiency of specially qualified Physics teachers, high
school Physics is sometimes taught by general science teachers who may not be
trained to motivate students to study Physics. These students will neither be
inclined to register into Physics courses nor plan to teach Physics. They will
be unable to find out the relevance of Physics with daily life, its application
in different disciplines and even the job market. In this situation, we have to
carefully make the existing Physics programs more attractive, instead of
closing them down. We discuss teaching methodology and course requirements that
will help to make Physics programs more attractive and preferable for incoming
students. However, we emphasize to set our goals and plan to increase
enrollment in parallel steps such as proper information about the program, help
in developing a required mathematics background, offering scholarships,
teaching assistantship or internships and involving them in research. Also we
need to make Physics programs more interesting with the interdisciplinary
courses and other electives which students may like. We will have to work on
the retention rate to maintain enrollment without compromising on standards.
However...
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From F=ma to Flying Squirrels: Curricular Change in an Introductory Physics Course
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 07/05/2013
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We present outcomes from curricular changes made to an introductory
calculus-based physics course whose audience is primarily life science majors,
the majority of whom plan to pursue post-baccalaureate studies in medical and
scientific fields. During the 2011-12 academic year, we implemented a "Physics
of the life sciences" curriculum centered on a draft textbook that takes a
novel approach to teaching physics to life science majors. In addition,
substantial revisions were made to the homework and hands-on components of the
course to emphasize the relationship between physics and the life sciences and
to help the students to learn to apply physical intuition to life
science-oriented problems. Student learning and attitudinal outcomes were
assessed both quantitatively, using standard physics education research
instruments, and qualitatively, using student surveys and a series of
post-semester interviews. Students experienced high conceptual learning gains,
comparable to other active learning-based physics courses. Qualitatively, a
substantial fraction of interviewed students reported an increased interest in
physics relative to the beginning of the semester. Furthermore, more than half
of students self-reported that they could now relate physics topics to their
majors and future careers...
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Blogging in the physics classroom: A research-based approach to shaping students' attitudes towards physics
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
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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 with decreased
expectations and with a more negative attitude. 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. Specifically, students' attitudes towards the value
of physics and its applicability to the real-world 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...
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How physics instruction impacts students' beliefs about learning physics: A meta-analysis of 24 studies
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
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In this meta-analysis, we synthesize the results of 24 studies using the
Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland
Physics Expectations Survey (MPEX) to answer several questions: (1) How does
physics instruction impact students' beliefs? (2) When do physics majors
develop expert-like beliefs? and (3) How do students' beliefs impact their
learning of physics? We report that in typical physics classes, students'
beliefs deteriorate or at best stay the same. There are a few types of
interventions, including an explicit focus on model-building and/or developing
expert- like beliefs that lead to significant improvements in beliefs. Further,
small courses and those for elementary education and non-science majors also
result in improved beliefs. However, because the available data oversamples
certain types of classes, it is unclear whether these improvements are actually
due to the interventions, or due to the small class size, or student population
typical of the kinds of classes in which these interventions are most often
used. Physics majors tend to enter their undergraduate education with more
expert-like beliefs than non-majors and these beliefs remain relatively stable
throughout their undergraduate careers. Thus...
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Trouble with Physics?
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 10/09/2007
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#Physics - History and Philosophy of Physics#High Energy Physics - Theory#Physics - General Physics#Physics - Popular Physics
This is a review of Lee Smolin's "The Trouble with Physics". The main gist of
the review is that the physics of the past three decades has been rich with new
discoveries in a large number of domains. The Standard Model, while providing a
successful framework for the electroweak and strong interactions still needs to
be developed further to fully account fot the mass of strong interaction data
collected over the decades. A multitude of new phenomena have been discovered
however, or predicted theoretically, in the physics of very low temperatures
(e.g. fractional Hall effect, Bose-Einstein condensation) and quantum
macroscopic effects (liquid crystals, high temperature superconductivity), some
of which remain to be fully explained. Therefore if there is any "Trouble with
Physics", as implied by the author of this book, it mainly concerns speculative
work on Superstring theory, which may or may not turn out to agree with the
results of observation. The subject as a whole does not appear to be in
trouble.; Comment: 5 pages, book review
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In-situ observation of a soap film catenoid - a simple educational physics experiment
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
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#Physics - Classical Physics#Mathematical Physics#Physics - Physics Education#Physics - Popular Physics
The solution to the Euler-Lagrange equation is an extremal functional.To
understand that the functional is stationary at local extrema (maxima or
minima), we propose a physics experiment that involves using soap film to form
a catenoid.
A catenoid is a surface that is formed between two coaxial circular rings and
is classified mathematically as a minimal surface.Using soap film, we create
catenoids between two rings and characterize the catenoid in-situ while varying
distance between rings. The shape of the soap film is very interesting and can
be explained using dynamic mechanics. By observing catenoid, physics students
can observe local extrema phenomena.
We stress that in-situ observation of soap film catenoids is an appropriate
physics experiment that combines theory and experimentation.; Comment: 13 pages, 9 figures; title is modified, final version to appear in
European Journal of Physics
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The roots of physics students' motivations: Fear and Integrity
Fonte: Universidade Cornell
Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 14/02/2015
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Too often, physics students are beset by feelings of failure and isolation
rather than experiencing the creative joys of discovery that physics has to
offer. This dissertation research was founded on the desire of a teacher to
make physics class exciting and motivating to his students. This work explores
how various aspects of learning environments interact with student motivation.
This work uses qualitative and quantitative methods to explore how students are
motivated to engage in physics and how they feel about themselves while
engaging in physics. The collection of four studies in this dissertation
culminates in a sociocultural perspective on motivation and identity. This
perspective uses two extremes of how students experience physics as a lens for
understanding motivation: fear and self-preservation versus integrity and
self-expression. Rather than viewing motivation as a property of the student,
or viewing students as inherently interested or disinterested in physics, the
theoretical perspective on motivation and identity helps examine features of
the learning environments that determine how students experience themselves
through physics class. This perspective highlights the importance of feeling a
sense of belonging in the context of physics and the power that teachers have
in shaping student motivations through the construction of their classroom
learning environments. Findings demonstrate how different ways that students
experience themselves in physics class impact their performance and interest in
physics. This dissertation concludes with a set of design principles that can
foster integration and integrity among students in physics learning
environments.; Comment: 186 pages
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Physics and Literature: a bibliographical revision; Física e Literatura: uma revisão bibliográfica
Fonte: Imprensa Universitária - UFSC
Publicador: Imprensa Universitária - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion;
Formato: application/pdf
Publicado em 12/05/2015
POR
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#Physics#Physics Teaching#Continued Education to Teachers#Physics and Literature#Reading#Analogies and Metaphors#Teaching and Learning#Física#Ensino de Física#Formação Continuada de Professores#Física e Literatura
In this work, we are going to present a literature review of researches that focus on the relationships, difficulties and didactic proposals between Physics and Literature. We have researched on the scientific production of the academic community in specialized journals and congress minutes about Physics teaching, by seeking in abstracts and titles of academic works the following keywords: Science/Physics and Literature, reading and Science/Physics teaching, scientific dissemination/fiction, and use of analogies/metaphors in Science/Physics teaching. The scarcity of published studies led us to research in journals which are not specialized in Physics Education and to extrapolate the research period. We aim to understand how the relationship between Physics and Literature has been discussed by the scientific area, by identifying how the Physics Education can benefit from the resources offered by Literature. In this literature review, we have found a huge educational potential in the use of Literature and its resources as a possible didactic tool for Physics teaching.; http://dx.doi.org/10.5007/2175-7941.2015v32n3p577Apresentamos uma revisão bibliográfica sobre pesquisas que focam as relações, dificuldades e propostas didáticas entre física e literatura. Pesquisamos...
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