THE STUDENT’S DIFFICULTIES REGARDING THE STUDY OF PHYSICS IN HIGH SCHOOL: AN ANALYSIS OF THE CHALLENGES IN TRAINING NEW TEACHERS

Abstract

For there to be an understanding of the significant relevance of teaching physics, which is generally based on accumulations of information increasingly distant from students’ experiences, practical realities, and difficulties faced in the educational context that personally impacts their academic formation. This article addresses the stigmatized view of physics over time, from a perspective focused on the methodologies applied in teaching this subject and how students respond to such methods. Thus, we will discuss measures that enable concrete gains in physics teaching and learning, such as the mutual relationship between physics topics and everyday life, the use of more effective classroom methodologies, among others. The research aims to analyze the challenges based on the experiences and lives of a group of students in relation to the teaching of physics in high school. The study was conducted in two public schools located in different areas (peripheral and central) of Campos dos Goytacazes. It is a qualitative (Minayo, 1992) and applied research with bibliographic analysis, based on high school students’ narratives about their experiences with physics teaching. A field study was carried out using a questionnaire with open-ended questions. However, the research confirmed an understanding of the lack of licensed professionals teaching physics in school environments, as well as students’ difficulties and lack of interest in the lessons provided, highlighting how the methods used in the classroom directly influence the development and ways students engage with the subject. Thus, it is understood from the research results that the factors mentioned above have a direct impact on the formation of new professionals.