Scientific literacy and the academy: a look at the education of Modern and Contemporary Physics in basic education

• Autor(a) principal: Assunção, Thiago Vicente de
• Data de Publicação: 2019
• Outros Autores: Nascimento, Robson Raabi do
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2040
• topic: Documentos de Educação; Professor de Física; Ensino Médio; Livros didáticos de Física; Licenciatura; Education Documents; Physics Teacher; High School; Physics Textbooks; Licentiate Degree

The present study aims to investigate the promotion of scientific literacy in assigning meanings to the teaching of modern and contemporary physics content in basic education. We used as research target students of the third year of high school and physics textbooks approved by the National Textbook Plan 2018. Subsequently, we felt the need to investigate undergraduate students to substantiate the hypotheses presented in this article. The information was collected through questionnaires applied to elementary school students, in the set of content analysis methods in textbooks and, finally, the application of an Interactive Didactic Sequence in higher education students during a scientific event. The results obtained made us to infer that the lack of effective assigning meanings to the contents of modern and contemporary physics by the students of basic education is related to the didactics of the physics teacher since the textbooks interconnect the contents with the daily life. Furthermore, a possible propensity for content-oriented didactics was observed in future graduates, as the results presented by the group diverged both from the objectives of official education documents and from the parameters of scientific literacy.