| dc.creator |
Victor M. Mujica |
|
| dc.creator |
Marcelo José A. Aceituno Mederos |
|
| dc.date |
1996-12-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:08:30Z |
|
| dc.date.available |
2015-07-20T22:08:30Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/ef49d2f415ae4d6ab788036407051e37 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/12062 |
|
| dc.description |
Video, as any other means, has its own requirements for its use. When used incorrectly it may become a dissociating agent of the lecture and leads to the unfulfillment of the objectives of the lesson. In this paper we give some results about a research on the comparison of two distinct methods of using the video in lectures, specifically on physics, showing which one of them is more efficient to fulfill the objectives of the lecture, as well as the contribution it gives to the students process of mastering knowledge and abilities. We also provide a statistical analysis of the results. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Federal do Rio Grande do Sul |
|
| dc.relation |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID18/v1_n3_a2.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 1, Iss 3, Pp 233-240 (1996) |
|
| dc.subject |
video |
|
| dc.subject |
physics lectures |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Algunos Metodos Activos para el uso del Video en la Enseñanza de la Física |
|
| dc.type |
article |
|