Application of Physical-Literature Interface Indicators

This article presents a theoretical and methodological tool built for the application of readings in physics classes, constituted from studies focused on teaching and learning physics related to broader cultural contexts, with the objective of developing meaning in the studies of the discipline by t...

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Autor principal: Gomes de Lima, Luís
Formato: Artículo revista
Lenguaje:Portugués
Publicado: Asociación de Profesores de Física de la Argentina 2020
Materias:
Physics and Reading; Indicators of the Physical-Literature Interface; Didactic Tool; Physics Teaching and Learning
Física e Leitura; Indicadores da Interface Física-Literatura; Ferramenta Didática; Ensino e Aprendizagem de Física
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28931
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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institution Universidad Nacional de Córdoba
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container_title_str Revista de Enseñanza de la Física
language Portugués
format Artículo revista
topic Physics and Reading; Indicators of the Physical-Literature Interface; Didactic Tool; Physics Teaching and Learning
Física e Leitura; Indicadores da Interface Física-Literatura; Ferramenta Didática; Ensino e Aprendizagem de Física
spellingShingle Physics and Reading; Indicators of the Physical-Literature Interface; Didactic Tool; Physics Teaching and Learning
Física e Leitura; Indicadores da Interface Física-Literatura; Ferramenta Didática; Ensino e Aprendizagem de Física
Gomes de Lima, Luís
Application of Physical-Literature Interface Indicators
topic_facet Physics and Reading; Indicators of the Physical-Literature Interface; Didactic Tool; Physics Teaching and Learning
Física e Leitura; Indicadores da Interface Física-Literatura; Ferramenta Didática; Ensino e Aprendizagem de Física
author Gomes de Lima, Luís
author_facet Gomes de Lima, Luís
author_sort Gomes de Lima, Luís
title Application of Physical-Literature Interface Indicators
title_short Application of Physical-Literature Interface Indicators
title_full Application of Physical-Literature Interface Indicators
title_fullStr Application of Physical-Literature Interface Indicators
title_full_unstemmed Application of Physical-Literature Interface Indicators
title_sort application of physical-literature interface indicators
description This article presents a theoretical and methodological tool built for the application of readings in physics classes, constituted from studies focused on teaching and learning physics related to broader cultural contexts, with the objective of developing meaning in the studies of the discipline by the students. students. The three Indicators for the use of the Physical-Literature Interface are presented and were applied by undergraduate physics students, in the supervised internship discipline, in high school class registers. Concrete classroom contexts are presented with high school students, where the indicators of the Physi-cal-Literature Interface contributed to the selection of texts read in the classroom, to the verification of physical concepts pre-sent in the readings and to the conversion of the concepts found in the readings into concepts physicists taught by undergraduate students in their classroom regency. The applications made constitute a real context of support for physics teachers, who are interested in expanding the canonical content of the discipline, to broader contexts, involving physics in history, philosophy, soci-ology and culture in general. The three Indicators of use of the Physical-Literature Interface proved to be a significant didactic tool to guarantee the relationship between physics and different readings. As results, the physical contents developed from these indicators are presented, in addition to the construction of meanings and senses, by high school students, who supported the methodology, proving the effectiveness of this didactic strategy for a broader physics teaching. Suggestions for educational materials, which develop the teaching of the physical-literature interface, for physics teachers, are also presented, with the purpose of building a compendium that allows its use and future expansion.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2020
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28931
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first_indexed 2024-09-03T20:39:43Z
last_indexed 2024-09-03T20:39:43Z
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spelling I10-R316-article-289312024-03-04T17:18:49Z Application of Physical-Literature Interface Indicators Aplicação dos Indicadores da Interface Física-Literatura Gomes de Lima, Luís Physics and Reading; Indicators of the Physical-Literature Interface; Didactic Tool; Physics Teaching and Learning Física e Leitura; Indicadores da Interface Física-Literatura; Ferramenta Didática; Ensino e Aprendizagem de Física This article presents a theoretical and methodological tool built for the application of readings in physics classes, constituted from studies focused on teaching and learning physics related to broader cultural contexts, with the objective of developing meaning in the studies of the discipline by the students. students. The three Indicators for the use of the Physical-Literature Interface are presented and were applied by undergraduate physics students, in the supervised internship discipline, in high school class registers. Concrete classroom contexts are presented with high school students, where the indicators of the Physi-cal-Literature Interface contributed to the selection of texts read in the classroom, to the verification of physical concepts pre-sent in the readings and to the conversion of the concepts found in the readings into concepts physicists taught by undergraduate students in their classroom regency. The applications made constitute a real context of support for physics teachers, who are interested in expanding the canonical content of the discipline, to broader contexts, involving physics in history, philosophy, soci-ology and culture in general. The three Indicators of use of the Physical-Literature Interface proved to be a significant didactic tool to guarantee the relationship between physics and different readings. As results, the physical contents developed from these indicators are presented, in addition to the construction of meanings and senses, by high school students, who supported the methodology, proving the effectiveness of this didactic strategy for a broader physics teaching. Suggestions for educational materials, which develop the teaching of the physical-literature interface, for physics teachers, are also presented, with the purpose of building a compendium that allows its use and future expansion. Este artigo apresenta um ferramental teórico-metodológico construído para a aplicação de leituras em aulas de física, constituí-do a partir de estudos voltados ao ensino e aprendizagem da física relacionados a contextos culturais mais amplos, com objetivo de desenvolver sentido nos estudos da disciplina por parte dos estudantes. Os três Indicadores de uso da Interface Física-Literatura são apresentados e foram aplicados por alunos de licenciatura em física, na disciplina de estágio supervisionado, em regências de aula no Ensino Médio. São apresentados contextos concretos de aula com alunos de Ensino Médio, onde os indica-dores da Interface Física-Literatura contribuíram para seleção dos textos lidos em sala de aula, para verificação dos conceitos físicos presentes nas leituras e, para conversão dos conceitos encontrados nas leituras em conceitos físicos didatizados pelos alunos de licenciatura em suas regências de aula. As aplicações realizadas constituem um contexto real de suporte a professores de física, que se interessarem em ampliar os conteúdos canônicos da disciplina, para contextos mais amplos, envolvendo a física na história, na filosofia, na sociologia e na cultura em geral. Os três Indicadores de uso da Interface Física-Literatura se mostra-ram como significativa ferramenta didática por garantir a relação da física com leituras diversas. Como resultados, são apresen-tados os conteúdos físicos desenvolvidos a partir desses indicadores, além da construção de significados e sentidos, por parte dos estudantes de Ensino Médio, que apoiaram a metodologia, comprovando a eficácia dessa estratégia didática para um ensino de física mais amplo. Sugestões de materiais educacionais, que desenvolvem o ensino da interface física-literatura, para profes-sores de física, também são apresentados, com fins de construção de um compêndio que possibilite o seu uso e ampliação futura. Asociación de Profesores de Física de la Argentina 2020-06-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28931 10.55767/2451.6007.v32.n1.28931 Journal of Physics Teaching; Vol. 32 No. 1 (2020): January-June; 5-20 Revista de Enseñanza de la Física; Vol. 32 Núm. 1 (2020): Enero-Junio; 5-20 Revista de Enseñanza de la Física; v. 32 n. 1 (2020): Janeiro-junho; 5-20 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28931/29818 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28931/29841 http://creativecommons.org/licenses/by-nc-nd/4.0

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