PHYSICS TEACHING IN PANDEMIC TIMES: A LOOK AT THE STUDENTS’ OPINION FROM A PUBLIC SCHOOL

Abstract

The present work is related to a case of study conducted during the course of Supervised Internship of Physics Teaching A, of the major in teaching Physics of the Federal University of Santa Catarina. The probation stage was conducted with senior students (third year), from high school classes in the Application College of the University, in the context of COVID-19 pandemics. Due to social distancing measures in the pandemic period, classroom activities have been replaced by remote activities using modern Digital Information and Communication Technologies, this unprecedented process could lead to difficulties with negative implications in the teaching-learning process. In order to map the difficulties faced by the students, a questionnaire was applied jointly with the activities developed along the teaching internship. Through qualitative analysis, we sought to identify possible challenges that arose in the adaptation process to the new pandemic scenario and critically assess the impacts of the emergencial remote teaching and isolation conditions in the students' lives. Additionally, we identified wish tools that were more useful to the students. The developed research signaled negative pedagogical impacts resulting from issues inherent to the process of implementing the emergencial remote teaching, as well as psychological impacts, mainly due to social isolation and difficulties in the realization of student’s activities. Aspects such as demotivation, lack of dialogue and organization of the digital environment proved to be important. Despite this, some resources showed a positive impact on the student engagement, as was the case of class videos and interactive materials developed with the H5P software.