What do we expect, as teachers, when selecting a text for our students: comprehension or readability?
This paper analyzes the role that a group of college teachers of physics assigns to the comprehension of instructions and of concepts. Based on a text fragment, used to trigger answers, we discuss the "forms" that are attributed to the comprehension of this fragment. These results are comp...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | español |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/602 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/602 |
| Access Level: | acceso abierto |
| Palabra clave: | comprehension readability text selection physics. comprensión legibilidad selección de textos Física |
| Sumario: | This paper analyzes the role that a group of college teachers of physics assigns to the comprehension of instructions and of concepts. Based on a text fragment, used to trigger answers, we discuss the "forms" that are attributed to the comprehension of this fragment. These results are compared with those obtained by the selection that this same group of teachers does about the factors that rule when favoring the teaching and learning of Newton’s laws |
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