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Ten Ways to Improve Learning Physics as Part of an Engineering Course

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Engineering Physics Technical Session 4

Tagged Division

Engineering Physics & Physics

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/p.26075

Permanent URL

https://peer.asee.org/26075

Download Count

391

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Paper Authors

biography

Rodrigo Cutri P.E. Instituto Mauá de Tecnologia

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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, Professor of the University Center Foundation Santo André, and consultant - Tecap Electrical Industry Ltda. He has experience in Electrical Engineering with emphasis on Industrial Electronics and Engineering Education, acting on the following topics: power electronics, Physics and active learning.

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biography

Paulo Alexandre Martin Instituto Mauá de Tecnologia

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Paulo Martin is professor of Physics and Electronic Engineering at Maua School of Engineering.

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biography

Nair Stem Instituto Mauá de Tecnologia

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Graduated at Physics
Master at Electrical Engineering
Doctor at Eletrical Engineering

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biography

Keiti Pereira Vidal Souza Instituto Mauá de Tecnologia

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Degree in Engineering.
Teaching Specialist in Higher Education.
Master's degree in Engineering.

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Abstract

Learning is a process. The assessment of this learning is a powerful diagnosis that allows the teacher to redirect efforts to assist the learning process weaknesses presented by the students. This paper discusses 10 ways to improve learning of Physics in an Engineering Course by adopting direct and indirect learning support actions. Each action is analysed making connection to its own theoretical reference, steps how to implement, challenges and needs, students’ and teachers’ point of view. The actions discussed were applied in Physics I course for freshman students in our Engineering School (a universe of 1000 students - 700 Day / Night 300). The Learning Support Actions are initially divided in indirect learning actions (were students have activities to improve learning without any evaluation grade) like: 1.student support; 2.Technical Staff; 3.Video classes and 4. Teaching service and direct learning actions (were students have activities to improve learning with evaluation grade) like: 5. Online exercises; 6. Pre-Exam; 7. Lab reports; 8. Active Learning Projects; 9. Lab seminars and 10. Preparatory Discussion Lab Questions.

Cutri, R., & Martin, P. A., & Stem, N., & Souza, K. P. V. (2016, June), Ten Ways to Improve Learning Physics as Part of an Engineering Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26075

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