Interactive simulations to physics teaching: a case study in brazilian high school

This paper presents the results of a study that investigated the use of simulators to improve physics teaching. The study population consisted of eight classes totaling 205 second year high school students from Brazilian public school. The research methodology adopted compares the average performance of students on tests conducted in the classroom to performance on tests conducted in the laboratory using computer simulators. The results obtained showed that students’ performance on tests improved after the use of simulators. It was found that the students had more homogeneous test results when using the simulator.

Measured and modeled interactive effects of potassium deficiency and water deficit on gross primary productivity and light-use efficiency in Eucalyptus grandis plantations

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Electrical activity of the orbicularis muscles before and after installation of ocular prostheses

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Teacher-learning process based on an immersive and interactive environment

This paper explores the benefits of using immersive and interactive multiprojection environments (CAVE) to visualize molecules, and how it improves users’ understanding. We have proposed and implemented a tool for teachers to manipulate molecules and another to edit molecules and assist students at home. The contribution of the present research project are these tool that allows investigating structures, properties and dynamics of a molecular system which are extremely complex and comprises millions of atoms. The experience is enriched through multimedia information associated with parts of the model; for example, videos and text can be linked to specific molecule, demonstrating some detail. This solution is based on a teaching-learning process.

The interactive whiteboard in primary school: a case study of a brazilian district school

Interactive whiteboards (IWB) consist of a set of technological equipment organized in order to fulfill a specific task, enabling the development of didactic activities. Because they are associated to computers’ potentiality, interactive whiteboards can provide bigger interactivity between: teacher and students, students and content, and among students. This work’s main objective is to present some of the results yielded from a research related to the way students perceive interactive whiteboards in the classroom. In order to analyze the IWB usage dynamics, some educational applications in the field of mathematics were applied in the 3rd grade of elementary school. Aside from observation, video recordings were made and students were interviewed about the interactive whiteboard, in order to understand how these students observe and engage with the technological tool. IWB do not transform classroom’s reality by themselves, however, their physical presence and usage amount to external reinforcement can change student’s behavior positively.