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Development of Modeling and Communication Skills through a Project-Based Learning Approach in the Physics Laboratory

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Conference

2024 ASEE Annual Conference & Exposition

Location

Portland, Oregon

Publication Date

June 23, 2024

Start Date

June 23, 2024

End Date

July 12, 2024

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 2

Tagged Division

Engineering Physics and Physics Division (EP2D)

Tagged Topic

Diversity

Page Count

13

DOI

10.18260/1-2--47184

Permanent URL

https://peer.asee.org/47184

Download Count

36

Paper Authors

biography

Rodrigo Cutri Maua Institute of Techonology Orcid 16x16 orcid.org/0000-0001-8143-8685

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Cutri holds a degree in Electrical Engineering from Maua Institute of Technology (2001), MSc (2004) and Ph.D. (2007) in Electrical Engineering - University of SÃo Paulo. He is currently Titular Professor of Maua Institute of Technology,

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AIRTON EIRAS

biography

Octavio Mattasoglio Neto Neto Orcid 16x16 orcid.org/0000-0001-7812-8491

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Undergraduate in Physics (1983), Master in Science (1989) and Phd in Education (1998) all of them from Universidade de São Paulo. Professor of Physics at Mauá Institute of Technology, since 1994 and President of Teacher's Academy at the same Institution.

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Abstract

This evidence-based practice paper aims to analyze the development of physics modeling competences and soft skills among second-year students in Engineering courses. The main objective is to implement the Project Based Learning (PBL) approach during the Experimental Physics class. The students were divided into teams of four members, and each team was allowed to choose a scientific paper on electricity and magnetism from a Physics journal. These papers were pre-selected by the tutors. The students were required to read and comprehend the proposed physical model and experiment procedure outlined in the original paper. They then had to adapt it to the available equipment in our university laboratory. Once the teams had collected data, they were to analyze and compare it with the physical modeling of the observed phenomenon. Finally, they were to create a self-explanatory video presentation, limited to 10 minutes, where the student teams explained the physical phenomenon, the modeling, the experiment conducted, and the analysis and conclusions drawn. The PBL approach allows students to have a better understanding of important physical theories, including their logical and mathematical structures and experimental support. It also enables them to perform experiments independently and effectively describe, analyze, and critically evaluate experimental data. Additionally, students become familiar with important experimental methodologies and learn how to search and utilize physical and other technical literature as well as relevant sources of information for research and technical project development.

Cutri, R., & EIRAS, A., & Mattasoglio Neto, O. (2024, June), Development of Modeling and Communication Skills through a Project-Based Learning Approach in the Physics Laboratory Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47184

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