Author
Marcelo Antônio Pires
Bio: Marcelo Antônio Pires is an academic researcher. The author has contributed to research in topics: Plane mirror & Curved mirror. The author has an hindex of 2, co-authored 3 publications receiving 39 citations.
Topics: Plane mirror, Curved mirror
Papers
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TL;DR: In this paper, a plataforma de educacao a distância TelEduc for aprendizagem potencialmente significativo for a primeira serie do Ensino Medio de uma escola particular e tradicional de Porto Alegre, tendo como fundamentacao especialmenta a Teoria de Aprendizageme Significativa de Ausubel.
Abstract: Neste trabalho descrevemos uma experiencia didatica em que foi introduzido o uso de Tecnologias de Informacao e Comunicacao no Ensino de Fisica em nivel medio a fim de ampliar as possibilidades de produzir ganhos na aprendizagem dos estudantes. Especificamente, criou-se um sitio sobre gravitacao e temas afins e utilizou-se a plataforma de educacao a distância TelEduc para se criar um ambiente virtual de aprendizagem potencialmente significativo para a aprendizagem deste topico por parte de estudantes da primeira serie do Ensino Medio de uma escola particular e tradicional de Porto Alegre, tendo como fundamentacao especialmente a Teoria de Aprendizagem Significativa de Ausubel.
35 citations
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TL;DR: A constatacao nao conflita com o conhecimento que temos sobre optica geometrica, e que tambem podemos nos ver direitos e aumentados posicionando-nos entre o foco and o centro de curvatura do espelho, pois neste caso a imagem conjugada pelo espelsho and invertida.
Abstract: E bem compreendido em optica que, para ver nossa face em um espelho, o olho deve estar posicionado de tal modo que a luz proveniente da face possa entrar nele apos sofrer reflexao. Se posicionamos nosso rosto entre um espelho concavo e o seu plano focal, o rosto aparece direito e maior do que em um espelho plano. Esta constatacao nao conflita com o conhecimento que temos sobre optica geometrica. Mas, o que parece conflitar, e que tambem podemos nos ver direitos e aumentados posicionando-nos entre o foco e o centro de curvatura do espelho, pois neste caso a imagem conjugada pelo espelho e invertida. No presente artigo demonstramos conclusivamente que, para explicar o que de fato vemos quando nos miramos num espelho concavo, devemos levar em consideracao que a lente do nosso olho esta interposta no caminho da luz.
4 citations
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TL;DR: In this paper, the authors demonstrate conclusively that to correctly explain what we really see when we look to ourselves in a concave mirror, we must take into account that our eyes lens is interposed in the light path.
Abstract: It is well understood in optics that a person can view his image in a mirror, only if the eye is located so that light rays from the person can enter it after reflection. If we look to ourselves in a concave mirror, locating our face between the mirror and the focal plane, we see our face erect and greater than we would see it in a plane mirror. But it is somewhat unexpected that we still can see our face erect and greater, if it is positioned between the focal point and the center of curvature, in spite of the fact that the image from the mirror is now inverted. In this article we demonstrate conclusively that to correctly explain what we really see when we look to ourselves in a concave mirror, we must take into account that our eyes lens is interposed in the lights path.
1 citations
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TL;DR: In this article, the authors present the state of the art of the recent national publication on the teaching and learning of physics that can be a starting point to first approaching the area.
Abstract: This work presents the state of the art of the recent national publication on the teaching and learning of physics that can be a starting point to first approaching the area. The initial analysis, that distributed all the papers published since 2000 to 2007 in the themes used in academic conferences related to the teaching of physics showed that the publication concentrates on the theme of Teaching and Learning. This trend expresses an instrumentalist view of the educational research and a technicist view of education that aim basically to supply teachers with resources to improve students' performance. The abstracts' content analysis showed that, in general, the emphasis is put on the cognitive aspects, not making justice to the complexity of the process. This result indicates the necessity of investment on theoretic research, which allows a deeper refiection and comprehension of all the dimensions involved in the educational process. The distribution of a hundred papers on the teaching and learning of physics in subthemes indicated that research is supported on a tripod: development of experiments for didactic laboratory, which concentrates great part of the papers, followed by proposals of teaching methodologies and strategies and elaboration of instructional resources. The predominance of descriptive papers suggests the necessity of fomenting the research culture that leads to the production of knowledge.
21 citations
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01 Jun 2008TL;DR: In this paper, the authors describe an experience of teaching psychiatry, communication skills, and attitudes in an integrated medical curriculum at the Londrina State University in Brazil, where the concept map of the thematic module of mental disorders and of behavior were proposed as a strategy promoting interdisciplinary meaningful learning of psychiatry.
Abstract: This article describes an experience of teaching psychiatry, communication skills, and attitudes in an integrated medical curriculum at the Londrina State University. The concept map of the thematic module of mental disorders and of behavior were proposed as a strategy promoting interdisciplinary meaningful learning of Psychiatry. Psychiatric knowledge is acquired through problem-based learning. Communication skills and attitudes are taught in different ways, with patients, with simulated patients, using videos, case reports, role-playing, and work in small groups. The methods used for evaluating the knowledge in psychiatry, the communication skills and the attitudes include summative and formative assessment designed to give the student a feedback on his progress in objective structured clinical examination (Osce), portfolios, and case reports. The psychiatric knowledge, communication skills, and attitudes are assimilated depending on meaningful learning as a teaching method and on the way the students are evaluated in their medical practice.
19 citations
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04 Mar 2021
TL;DR: O Exame Nacional do Ensino Medio (ENEM) e uma ferramenta avaliativa e seletiva for a entrada do estudante no ensino superior as discussed by the authors
Abstract: O Exame Nacional do Ensino Medio (ENEM) e uma ferramenta avaliativa e seletiva para a entrada do estudante no ensino superior.
14 citations
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TL;DR: A revisao de artigos that tratam sobre a experimentacao no ensino de optica, entre 1998 and 2010, is presented in this article.
Abstract: Apresentamos nesse trabalho uma revisao de artigos que tratam sobre a experimentacao no ensino de optica, entre 1998 e 2010. Os artigos revisados foram publicados nos seguintes periodicos: Caderno Brasileiro de Ensino de Fisica, Revista Brasileira de Ensino de Fisica e Fisica na Escola. O objetivo dessa revisao e fornecer um panorama atualizado da pesquisa na area de experimentacao em optica, dividida e classificada por temas: natureza da luz, reflexao, refracao, difracao, polarizacao, interferencia e espalhamento. Enfatiza-se tambem a necessidade de producao de revisoes semelhantes em outras areas tematicas.
11 citations