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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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2020
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/28931 |
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| Sumario: | 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. |
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