Promotion and articulation of semiotic registers of representation in physics education
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Keywords
Semiotic registers of representation, kinematics, teachers, pedagogical practice in physics.
Abstract
Some concepts developed from Mathematics Education have application in the teaching of Physics, as is the case of the use and articulation of semiotic registers of representation that have demonstrated their contribution to student learning. This research project reports the results of an investigation carried out with teachers who teach Physics at Secondary and Middle School level, with the aim of characterising the didactic resources that they usually implement in their teaching process. A mixed research approach is used, where initially a questionnaire is applied and then the information is complemented with a semi-structured interview. The results show the recurrent use by teachers of mechanical situations that are far from the real solution of problems, so they always make use of the following semiotic registers of representation and always in that order: natural language, algebraic expression and graphic representation. Given that the process is always in this direction, it limits the understanding of concepts and the learning of Physics concepts necessary both in the academic environment and in everyday life.
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