The teaching of physics in secondary education: tensions between prescriptions and classrooms
This article analyzes the tensions between the curricular prescriptions and the teaching of physics, specifically in Introduction to Physics for the 4th year of Buenos Aires Province. The study uses a qualitative methodology and is based on interviews with teachers and documentary analysis of the Cu...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43683 |
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I10-R316-article-43683 |
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I10-R316-article-436832024-06-18T02:10:59Z The teaching of physics in secondary education: tensions between prescriptions and classrooms La enseñanza de la física en la educación secundaria: tensiones entre las prescripciones y las aulas Ruiz , Pablo Ezequiel Nardelli, Maximiliano Mengascini, Adriana Curricular design High school Scientific alphabetization Education for citizenship Diseño curricular Escuela secundaria Alfabetización científica Educación para la ciudadanía This article analyzes the tensions between the curricular prescriptions and the teaching of physics, specifically in Introduction to Physics for the 4th year of Buenos Aires Province. The study uses a qualitative methodology and is based on interviews with teachers and documentary analysis of the Curricular Design. The results reveal a gap between what is prescribed in the curriculum and its implementation in the classroom, and highlight the importance of promoting critical thinking in science and technology education. The interviewed teachers point out that the approach is mainly theoretical and that they adapt the contents according to the group, which faces difficulties such as the lack of time to cover all the contents, the lack of previous training of the students, the lack of resources to carry out practical experimental, and who find it difficult to relate the contents to everyday life. We close the article describing a series of proposals that attempt to transcend these tensions. Este artículo analiza las tensiones entre las prescripciones curriculares y la enseñanza de la física, específicamente en el espacio de Introducción a la Física para 4.o año de la provincia de Buenos Aires. El estudio utiliza una metodología cualitativa y se basa en entrevistas a docentes y análisis documental del Diseño Curricular. Los resultados revelan una brecha entre lo prescrito en el currículum y su implementación en el aula, y resaltan la importancia de fomentar un pensamiento crítico en la educación científica y tecnológica. Los y las docentes entrevistadas señalan que el enfoque es principalmente teórico y que adaptan los contenidos según el grupo, que enfrentan dificultades como la falta de tiempo para cubrir todos los contenidos, la falta de formación previa del estudiantado, la falta de recursos para realizar prácticas experimentales, y que encuentran dificultades para relacionar los contenidos con la vida cotidiana. Cerramos el artículo describiendo una serie de propuestas que intentan apuntar a trascender estas tensiones. Asociación de Profesores de Física de la Argentina 2023-12-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43683 10.55767/2451.6007.v35.n2.43683 Journal of Physics Teaching; Vol. 35 No. 2 (2023): July - December; 33-43 Revista de Enseñanza de la Física; Vol. 35 Núm. 2 (2023): Julio - Diciembre; 33-43 Revista de Enseñanza de la Física; v. 35 n. 2 (2023): Julho - Dezembro; 33-43 2250-6101 0326-7091 10.55767/2451.6007.v35.n2 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43683/43786 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43683/43959 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Curricular design High school Scientific alphabetization Education for citizenship Diseño curricular Escuela secundaria Alfabetización científica Educación para la ciudadanía |
| spellingShingle |
Curricular design High school Scientific alphabetization Education for citizenship Diseño curricular Escuela secundaria Alfabetización científica Educación para la ciudadanía Ruiz , Pablo Ezequiel Nardelli, Maximiliano Mengascini, Adriana The teaching of physics in secondary education: tensions between prescriptions and classrooms |
| topic_facet |
Curricular design High school Scientific alphabetization Education for citizenship Diseño curricular Escuela secundaria Alfabetización científica Educación para la ciudadanía |
| author |
Ruiz , Pablo Ezequiel Nardelli, Maximiliano Mengascini, Adriana |
| author_facet |
Ruiz , Pablo Ezequiel Nardelli, Maximiliano Mengascini, Adriana |
| author_sort |
Ruiz , Pablo Ezequiel |
| title |
The teaching of physics in secondary education: tensions between prescriptions and classrooms |
| title_short |
The teaching of physics in secondary education: tensions between prescriptions and classrooms |
| title_full |
The teaching of physics in secondary education: tensions between prescriptions and classrooms |
| title_fullStr |
The teaching of physics in secondary education: tensions between prescriptions and classrooms |
| title_full_unstemmed |
The teaching of physics in secondary education: tensions between prescriptions and classrooms |
| title_sort |
teaching of physics in secondary education: tensions between prescriptions and classrooms |
| description |
This article analyzes the tensions between the curricular prescriptions and the teaching of physics, specifically in Introduction to Physics for the 4th year of Buenos Aires Province. The study uses a qualitative methodology and is based on interviews with teachers and documentary analysis of the Curricular Design. The results reveal a gap between what is prescribed in the curriculum and its implementation in the classroom, and highlight the importance of promoting critical thinking in science and technology education. The interviewed teachers point out that the approach is mainly theoretical and that they adapt the contents according to the group, which faces difficulties such as the lack of time to cover all the contents, the lack of previous training of the students, the lack of resources to carry out practical experimental, and who find it difficult to relate the contents to everyday life. We close the article describing a series of proposals that attempt to transcend these tensions. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43683 |
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