Teaching Physics in High School

a Case Study with Focus on the Resource Room

Authors

  • Erick Campos Universidade Federal do Paraná
  • Eliane Rocio Alberti Comparin

DOI:

https://doi.org/10.26512/rpf.v3i1.12011

Keywords:

Learning and development. High school. Special education.

Abstract

 This article analyzes pedagogical practices focused on the Multifunctional Resource Room that attends students who present special educational needs in high school. The objective was to verify the special needs of students attending the classroom and to identify the methodologies and teaching strategies used by both the teacher and the resource room teacher and their effectiveness in the appropriation of scientific knowledge. For the development of this work a bibliographic review was made on the object of study, as well as observations in the classroom of students who attend high school in a State College in the coastal region of Paraná and questionnaire application. After analyzing the collected data, it was verified that the pedagogical practices of the teachers are based on the use of teaching strategies that contribute little to the appropriation of knowledge in the area of physics by the students who attend the Multifunctional Resource Room.

Downloads

Download data is not yet available.

Author Biography

Eliane Rocio Alberti Comparin

Professor of the Earth Sciences Sector of the Federal University of Paraná. PhD and Masters in Education from the Federal University of Paraná. Specialist in Organization of Pedagogical Work by UFPR. Graduated in Pedagogy from the Pontifical Catholic University of Paraná. Has experience in teaching in basic and higher education, organization of school pedagogical work, continuing teacher training and school management. It works mainly in the following themes: Education and work, teacher training, learning and development and political-pedagogical project.

Downloads

Published

2019-04-08

How to Cite

CAMPOS, Erick; ALBERTI COMPARIN, Eliane Rocio. Teaching Physics in High School: a Case Study with Focus on the Resource Room. Journal of the Physics Teacher, [S. l.], v. 3, n. 1, p. 14–27, 2019. DOI: 10.26512/rpf.v3i1.12011. Disponível em: https://periodicos.unb.br/index.php/rpf/article/view/12011. Acesso em: 20 nov. 2024.

Issue

Vol. 3 No. 1 (2019): Journal of the Physics Teacher

Section

Artigos

License

Autores que publicam nesta revista concordam com os seguintes termos:

Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.

Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.

Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).