Cutri, R., & Baracat, D. E., & Marim, L. R., & Witkowski, F. M. (2015, June), Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23486

\bibitem{asee_peer_23486}
  Cutri, R., \& Baracat, D. E., \& Marim, L. R., \& Witkowski, F. M. (2015, June), \emph{Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23486

Rodrigo Cutri P.E., Demetrio Elie Baracat, Luiz Roberto Marim, and Francisco Mauro Witkowski.  "Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23486 Internet.  13 May, 2024

\bibitem{asee_peer_23486}
  Rodrigo Cutri P.E., Demetrio Elie Baracat, Luiz Roberto Marim, and Francisco Mauro Witkowski.
  "Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23486 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_23486
author = "Rodrigo Cutri P.E., Demetrio Elie Baracat, Luiz Roberto Marim, and Francisco Mauro Witkowski"
title = "Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23486}
number = {10.18260/p.23486}
}

TY  - CPAPER
AB  -                   The use of Active-learning for teachers of Physics                   (Electromagnetism) in an Engineering Course                                         ABSTRACTThe students of Engineering have presented difficulties in the assimilation of the conceptsexplored in Electromagnetism and Waves. These difficulties begin with the lack of abstraction,especially when the study of concepts of Electromagnetism. Many active learning methodologiesand cases are presented in the literature for Classical Mechanics but there are few references forElectromagnetism and Waves. This paper presents a PBL-Problem Based Learning and a ProjectBased Learning practice applied in large students class (25 students each one) replicated for athousand students universe in an annual University Physics Class. In Problem Based Learningapproach, four students teams works received, each semester, contextualized scripts (withproblems were they must do simulations and conceptual analysis) (see example on appendix) andat the end of each semester they must present theirs results in an oral presentation and do an oralevaluation test. In Project Based Learning approach, the same team at the end of academic yearmust do a final open project using electromagnetics concepts (project, construct and evaluate anelectromagnetic crane with open specifications) and participate of a competition. Thepedagogical process of active learning development were used to allow students have betterunderstanding of the physical phenomenon, in addition to scientific thought for a suitablemodeling, simulation and analysis, without only doing mathematical deductions if nounderstanding of Real Physics. The evaluation of the proposed learning process was done by asurvey with closed and open questions applied to students at the end of the semester, wherestudents, in a blind process, had the opportunity to evaluate how the proposed activities allowachieve better understanding of physical concepts, if has increase motivation for engineering, ifthe amount of time to solve problems was adequate, if the support provided to the developmentof the work (infrastructure and service teachers) was used and made suggestions forimprovement. This survey answers shows that the perception of understanding increase,approximately 70% of students approved the new pedagogical proposal and retention ratesdecrease by 10%. The same idea can be easily replied in others engineering schools adaptingcontextualized scripts.REFERENCESBaracat,D.; Witkowski,F.M.; Cutri,R. Problem Based Learning in Multivariable Differential andIntegral Calculus for engineering course. 11th ACTIVE LEARNING IN ENGINEERINGWORKSHOP. Copenhagen, Denmark. June 20-22 2012Case, J. Education Theories on Learning: an informal guide for engineering education scholar.The Higher Education Academy UK Centre for Materials Education, 2008De Graaff,E.; Kolmos, A. Characteristics of Problem-Based Learning. Int. J. Engng Ed. Vol. 19,No. 5, pp. 657-662, 2003Du.X; De Graaff,E.; Kolmos, A. Research on PBL Practice in Engineering Education. SensePublishers. 2008                                            APPENDIX                                            5º SCRIPTLearning Objectives• Explore the magnetic field applicationsThe group was invited to meet a special project, the project of a High Speed Train (Maglev). Onentering the development of special projects room, were welcomed by the general manager of theproject. After the explanation of the project, could visualize the 3D virtual model of theMAGLEV and learn details of the construction of the train and the control module. A phrase inthe living room wall caught their attention: "No brain, no gain.". When they leave there, theywere excited because they had assisted a direct application of the concepts of electromagnetismthey had learned in Brazil. Also reminded that the Brazilian government plans to build a high-speed train linking Rio de Janeiro to São Paulo.                          Source: http://www.ebc.com.br/2012/11/edital-the-bullet-train-will-be-published-in-26-days-of-November1) Watch a video on youtube about Maglev.2) Visit the film prepared at: http://www.mip.berkeley.edu/physics/levitator.html - Copyright ©1991, 1996 By the UC Regents. Explain physically what happened in each film.3) Demonstrate mathematically Biot-Savart Law in a rectangular conductor loop format andcalculate the magnetic field at its center.4) In the following situations, using simulations arranged:http://web.mit.edu/8.02t/www/802TEAL3D/index.html (Copyright MIT TEAL / Studio PhysicsProject), presents a graphic display of the screen and explain physically what happened with:a) magnetic forces between parallel conductors carrying currents in the same direction;b) magnetic forces between parallel conductors carrying current in opposite directions;
AU  - Rodrigo Cutri P.E.
AU  - Demetrio Elie Baracat
AU  - Luiz Roberto Marim
AU  - Francisco Mauro Witkowski
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Active Learning for Physics (Electromagnetism) Teachers in an Engineering Course
UR  - https://peer.asee.org/23486
DO  - 10.18260/p.23486
ER  -