Contributions and Difficulties of Reading and Writing Practices for Teaching and Learning Physics in High School: Reflections in Light of School Culture
DOI:
https://doi.org/10.28976/1984-2686rbpec2019u449482Keywords:
Reading, Writing, Physics Teaching, School CultureAbstract
Literature reviews defend the importance of reading and writing practices in Physics classes, which can assume different roles and purposes in the school. This research analyzes perspectives of different subjects, teacher and students, about the contributions and difficulties of considering those practices when teaching and learning Physics in classes of this discipline in high school. Assuming reading and writing as sociocultural and schooling practices and adopting the concept of School Culture, the research was carried out in a public school, in three classes of third year of High School. The instruments used were classes’ observations, intervention, and interviews with 14 students and with the teacher, analyzing the perspectives of these different subjects on such issue, in light of the concept of School Culture and Culture of the School. From the analysis, among several elements, it was observed that for these subjects, reading allows a better understanding and amplification of their perceptions on the concepts, while writing helps memorizing and expressing knowledge. The intervention evidenced that it is possible to adopt such practices in Physics classes, in order to expand the contributions to teaching-learning, by exploring other aspects related to the concepts studied. The difficulties evidenced are mainly associated to the students’ relation with these practices, to the teacher training as well as to a school culture that influences their use, especially in a discipline that has its culture already established.
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