READING ON NUCLEAR MAGNETIC RESONANCE IN PHYSICS CLASSES OF HIGH SCHOOL

Abstract

The goal of this project is to work with High School students, through the use of texts that focus on the common language, aspects of the operation, functions, the physical concepts and social issues, technology and techniques about the nuclear magnetic resonance (application consequential arising out of ideas of Quantum Physics). We intend to understand the operation of this kind of reading, namely, understanding how High School students produce meanings from this reading in specific teaching situations. Our study questions are: How high school students produce meanings from readings on aspects related to nuclear magnetic resonance? How can work in Physics classes of High School activities addressing issues related to applications consequent of physical concepts, in particular, nuclear magnetic resonance? What are the possibilities and limits of using texts mostly written in everyday language in Physics classes of High School? To answer these questions, first we will study the subject nuclear magnetic resonance through various readings of different types and will conduct interviews with professionals involved with the subject. We will select the texts to be read by High School students, work with these texts in the classroom and create and apply questionnaires to obtain information that will be analyzed relying on notions of the theoretical framework of Discourse Analysis in part initiated in France with works of Michel Pêcheux and having several works published in Brazil, especially those of Eni Orlandi.