Dificuldades dos professores em ministrar aulas de Física no Ensino Médio

Abstract

The present research seeks to highlight the difficulties that physics teachers face when they teach their classes in high school. For many teachers the teaching of physics has many difficulties that prevents the development of the process of teaching and learning of students. Initially a bibliographic review was carried out related to the subject and, in the sequence, the elaboration and the development of a questionnaire oriented by questions and aspects that involve the question of the difficulties in working the discipline of physics in high school. The empirical research was aimed at physics teachers who work in high school in five state schools in the municipality of Sinop (MT). Based on the results obtained through the study, most teachers point out that the greatest difficulty they encounter in teaching fhysics in high school is related to the knowledge of the physical concepts associated with the use of mathematical formulas, believing that the learning of these contents is intertwined with the learning of mathematical calculations, which corroborates with the ideas of different authors of the literature. The need to use new pedagogical practices as a way to motivate the learning of physics contents, besides the use of experimental activities, reading and interpretation of texts, development of mathematical calculations and a better qualification of teachers with a view to learning in physics teaching.