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Tag archives: South America

What can you learn from Descartes?

Hands with writing showing "I think" and "I am"

Taking Descartes back into the physics classroom. (Courtesy: Shutterstock)

By James Dacey in Córdoba, Argentina

What’s the best way to teach tricky physics concepts to students? Naturally, this was one of the questions underpinning many of the talks here at the International Conference of Physics Education (IPCE) in Córdoba. According to a couple of educationalists in Latin America at least, it seems that one approach is to enlist the help of some of the great scientists and philosophers of the past.

Patricia del V. Repossi, a lecturer at the Pontificia Universidad Católica Argentina in Buenos Aires, spoke about how she uses the history of science as a framework for teaching optics. Repossi explained how she had come to realize that some of the students taking her conventional optics course believed that photons are made of the same stuff as “tennis balls”. So, she and her colleagues set about transforming the way they teach the topic – by combining a physics class with a history lesson.

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Turning a physics class into a video game

Screenshot from Rock of Ages computer game

Could computer games like Rock of Ages, which can be played by several people at once using split screens, help inspire better physics courses? (CC BY-SA Rock of Ages by ACE Team)

By James Dacey in Córdoba, Argentina

“When was the last time you heard a student say they wanted a physics course that was long and difficult?”

That was a rhetorical question that physicist and education researcher Ian Beatty put to us today while delivering his keynote talk at the International Conference on Physics Education (ICPE) 2014 here in Argentina. Beatty’s point is that two of the worst things that people say about computer games is that they are too easy or that they end too quickly. Needless to say, he had never heard such protestations from his physics students!

Beatty, a physicist and educational researcher at the University of North Carolina at Greensboro in the US, believes that course creators could learn a trick or two from game designers. He has therefore spent the past three years trying to understand what it is about video games that makes them so appealing to gamers, and how to incorporate some of the underlying principles into a physics course.

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Physics education under the microscope in Argentina

Local musicians in Argentina

A warm welcome from Argentina.

By James Dacey in Córdoba, Argentina

I’m writing this blog entry from the heart of Argentina, following a marathon 30-hour journey from my home in Bristol, UK. It was a trip that included two planes, a few buses, a couple of taxis and several long walks, but I’m finally here in Córdoba – Argentina’s second largest city – to attend this year’s International Conference on Physics Education (ICPE).

The meeting’s all about bringing together people to discuss the latest developments in education – including lecturers, teachers, trainers, students and educational researchers. It’s an event with a global outlook, accompanied by a satellite meeting where local high-school teachers will be discussing issues more focused on their day-to-day experiences. At the registration session, things already took a welcome Argentine twist as we were treated to a performance from some local musicians (see picture above).

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Physics World Special Report: Brazil

By Matin Durrani

Physics World 2014 Brazil Report

With this year’s FIFA World Cup drawing ever closer, Physics World turns its attention to Brazil – the nation hosting the planet’s biggest sporting event

We’re not, of course, looking at the country’s footballing prowess or examining the controversial – and staggering – sums being spent on staging the World Cup.

Instead, the latest Physics World Special Report examines the challenges and opportunities for physicists in Brazil – the fifth biggest nation by size and the world’s seventh-largest economy.

Physics in the country is thriving, with the Brazilian government having more than quadrupled the amount of money invested in research and development since the turn of the century.

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