Physics in verse and prose: the voice of students on school Physics through essays
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Pro-Posições (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656420 |
Resumo: | This study aims to analyze the different perceptions of school Physics expressed in essays written by high school seniors. The data includes two types of written production. In the first type, students wrote about Newton's Laws outside of the context of the school's syllabus. In the second, the theme was the relationship between the students and Physics as a school subject. Understanding that the essays in question were written under a specific context, socio-cultural referential and the bakhtinian theory of language were used to direct the analysis. The results indicate the overly negative position of the students in relation to school Physics, as well as their perception of this science as naïve and idealized. However, the study suggests the use of discursive strategies as a promising example of the inversion of student's negative positioning toward Physics. As a conclusion, the study offers a reflection on the objectives presented to scientific literacy. |
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Physics in verse and prose: the voice of students on school Physics through essaysFísica em verso e prosa: a voz dos alunos sobre a Física escolar através de redaçõesLanguageTeaching of PhysicsSocio-cultural backgroundLinguagemEnsino de FísicaReferencial sócio-histórico-culturalThis study aims to analyze the different perceptions of school Physics expressed in essays written by high school seniors. The data includes two types of written production. In the first type, students wrote about Newton's Laws outside of the context of the school's syllabus. In the second, the theme was the relationship between the students and Physics as a school subject. Understanding that the essays in question were written under a specific context, socio-cultural referential and the bakhtinian theory of language were used to direct the analysis. The results indicate the overly negative position of the students in relation to school Physics, as well as their perception of this science as naïve and idealized. However, the study suggests the use of discursive strategies as a promising example of the inversion of student's negative positioning toward Physics. As a conclusion, the study offers a reflection on the objectives presented to scientific literacy.Este trabalho tem por objetivo analisar as diferentes percepções expressas em redações por alunos do terceiro ano do Ensino Médio sobre a Física escolar. Trabalhou-se com o contraste entre dois tipos de produção escrita. Numa delas os alunos escreveram sobre o tema Leis de Newton fora do contexto abordado pela Física escolar; já na outra o tema foi a própria relação dos alunos com a disciplina ao longo dos três anos do Ensino Médio. Entendendo que os textos analisados estão imersos em um contexto específico, utilizou-se o referencial sociocultural e a teoria da enunciação bakhtiniana para orientar as análises. Os resultados indicam o posicionamento fortemente negativo dos estudantes com relação à Física escolar, além da imagem de ciência ingênua e idealizada por eles sustentada. O estudo aponta, no entanto, para o uso de estratégias discursivas em aulas de Física como um exemplo promissor para a reversão desse quadro. Conclui-se com uma reflexão sobre os objetivos estabelecidos para a alfabetização científica.Universidade Estadual de Campinas2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656420Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 254-280Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 254-280Pro-Posições; v. 29 n. 3 (2018): set./dez.; 254-2801980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656420/21217Brazil; 2019Brasil; 2019Copyright (c) 2018 Pro-Posiçõesinfo:eu-repo/semantics/openAccessCharret , Heloize da Cunha Goulart , Cecília Maria Aldigueri Teixeira , Sonia Krapas 2019-08-30T17:28:52Zoai:ojs.periodicos.sbu.unicamp.br:article/8656420Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2019-08-30T17:28:52Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Physics in verse and prose: the voice of students on school Physics through essays Física em verso e prosa: a voz dos alunos sobre a Física escolar através de redações |
title |
Physics in verse and prose: the voice of students on school Physics through essays |
spellingShingle |
Physics in verse and prose: the voice of students on school Physics through essays Charret , Heloize da Cunha Language Teaching of Physics Socio-cultural background Linguagem Ensino de Física Referencial sócio-histórico-cultural |
title_short |
Physics in verse and prose: the voice of students on school Physics through essays |
title_full |
Physics in verse and prose: the voice of students on school Physics through essays |
title_fullStr |
Physics in verse and prose: the voice of students on school Physics through essays |
title_full_unstemmed |
Physics in verse and prose: the voice of students on school Physics through essays |
title_sort |
Physics in verse and prose: the voice of students on school Physics through essays |
author |
Charret , Heloize da Cunha |
author_facet |
Charret , Heloize da Cunha Goulart , Cecília Maria Aldigueri Teixeira , Sonia Krapas |
author_role |
author |
author2 |
Goulart , Cecília Maria Aldigueri Teixeira , Sonia Krapas |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Charret , Heloize da Cunha Goulart , Cecília Maria Aldigueri Teixeira , Sonia Krapas |
dc.subject.por.fl_str_mv |
Language Teaching of Physics Socio-cultural background Linguagem Ensino de Física Referencial sócio-histórico-cultural |
topic |
Language Teaching of Physics Socio-cultural background Linguagem Ensino de Física Referencial sócio-histórico-cultural |
description |
This study aims to analyze the different perceptions of school Physics expressed in essays written by high school seniors. The data includes two types of written production. In the first type, students wrote about Newton's Laws outside of the context of the school's syllabus. In the second, the theme was the relationship between the students and Physics as a school subject. Understanding that the essays in question were written under a specific context, socio-cultural referential and the bakhtinian theory of language were used to direct the analysis. The results indicate the overly negative position of the students in relation to school Physics, as well as their perception of this science as naïve and idealized. However, the study suggests the use of discursive strategies as a promising example of the inversion of student's negative positioning toward Physics. As a conclusion, the study offers a reflection on the objectives presented to scientific literacy. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656420 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656420 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656420/21217 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Pro-Posições info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Pro-Posições |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; 2019 Brasil; 2019 |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 254-280 Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 254-280 Pro-Posições; v. 29 n. 3 (2018): set./dez.; 254-280 1980-6248 reponame:Pro-Posições (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Pro-Posições (Online) |
collection |
Pro-Posições (Online) |
repository.name.fl_str_mv |
Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
||proposic@unicamp.br |
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1824498921685123072 |