Analysis of Physics teaching in high school: students' perspectives and pedagogical practices

Abstract

This article analyzes the teaching of Physics in high school from the students' perspective, aiming to understand how their perceptions can contribute to pedagogical improvements. The relevance of this research lies in the need to identify factors that impact students' interest and, consequently, their performance, given that Physics is often seen as a difficult subject with limited applicability. The study is theoretically grounded in constructivist educational approaches, which value students' active participation in the learning process and the contextualization of scientific content. Data collection was conducted through questionnaires applied to four third-year high school classes, including public and private institutions in Goioerê/PR. A mixed methodology, combining descriptive statistics and qualitative analysis of students' open-ended responses, was used to analyze the data. The results highlight the need for innovative and contextualized methodologies to make Physics teaching more engaging and effective.