Characterization of the Problematic in the Teaching and Learning Processes of Physics in High School

Abstract

The object of study of this article is to show how some of the causes associated with the disappointing results of the learning of physics in high school have a close relationship with the dominant traditionalist methodology in the teaching of this subject. This article comes from a master's graduation project titled “Diseño y producción del curso en línea ‘Aprendiendo a enseñar Física: Hacia un cambio en la labor docente’ apoyado con un material didáctico multimedial.” A theoretical analysis was done, and a survey instrument was conducted with a small sample of students, teachers, and some specialists to describe the current situation. This activity corroborated the relationship between difficulties a student may have when learning physics and the way teachers teach. There are deficiencies that make high-school natural science teachers not to be adequately prepared to teach the subject. It is necessary for universities to review and update their programs, paying careful attention to specific didactic and pedagogic mediation as well as the use of technology to support physics instruction. Therefore, teachers can come up with effective practices and innovative methods to teach high-school students. Natural science instruction should establish the construction of concepts by concrete experiences, experiments, and activities for exploration. Therefore, classes should become learning dynamic environments where students have the chance to participate actively, taking advantage of technological tools to achieve curricular objectives. All this can positively affect the quality of instruction in high-schools, promote a significant learning, and improve motivation and interest in natural science.