Contributions and Difficulties of Reading and Writing Practices for Teaching and Learning Physics in High School: Reflections in Light of School Culture

Authors

DOI:

https://doi.org/10.28976/1984-2686rbpec2019u449482

Keywords:

Reading, Writing, Physics Teaching, School Culture

Abstract

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.

Downloads

Download data is not yet available.

Downloads

Published

2019-10-13

How to Cite

Setlik, J., & Higa, I. (2019). Contributions and Difficulties of Reading and Writing Practices for Teaching and Learning Physics in High School: Reflections in Light of School Culture. Brazilian Journal of Research in Science Education, 19, 449–482. https://doi.org/10.28976/1984-2686rbpec2019u449482

Issue

v. 19 (2019)

Section

Artigos

License

The authors are responsible for the veracity of the information provided and for the content of the papers.

The authors who publish in this journal fully agree with the following terms:

  • The authors attest that the work is unpublished, that is, it has not been published in another journal, event notices or equivalent.
  • The authors attest that they did not submit the paper to another journal simultaneously.
  • The authors retain the copyright and grant to RPBEC the right of first publication, with the work licensed simultaneously under a Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and initial publication in this journal.
  • The authors attest that they own the copyright or the written permission from copyright owners of figures, tables, large texts, etc. that are included in the paper.
  • Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (for example, to publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication in order to increase the impact and citation of published work.

In case of identification of plagiarism, inappropriate republishing and simultaneous submissions, the authors authorize the Editorial Board to make public what happened, informing the editors of the journals involved, any plagiarized authors and their institutions of origin.