| dc.description | At the beginning of 2020, the COVID-19 pandemic surprised the world,
affecting activities that promote attendance, including abruptly impacting the
education area. Educational institutions, from preschool to university, were
required to adopt alternative teaching methods to continue their activities.
Distance learning has been adopted by educators to address this
unprecedented challenge. Our University, more specifically the Department
of Physics, reacted to the problem in an ambitious and creative way, taking
advantage of it as an opportunity to put into practice methodologies related
to the teaching of disciplines that were only practiced in person, such as the
discipline of Experimental Physics. This study aims to describe the
implementation of the discipline of Experimental Physics I at our University,
promoted remotely by professors of the Department of Physics. We verified:
(i) that the choice of the best technologies as a tool for teaching is
fundamental for the better dissemination of knowledge, (ii) that inclusive
programs for each course are very important, (iii) the importance of prior
presentation of a schedule, (iv) the importance of defining clear assessment
rules for students on remote teaching. We also evaluated the number of
accesses as a measure of student participation and analysed the statistics of
the discipline in several engineering courses. | |
