Educational communication and scientific-technological language: a necessary theoretical-methodological assessment for the teaching of Physics

Abstract

Introduction: Physics is one of the basical subjects in the formation processes in Junior and Senior High schools, as well as in the technical majors in higher education. Researches on didactics of Physics, have not been enough for the implementation of a theoretical-methodological systematization on the development of educational communication and language in the frame of the lessons where learning and knowledge technologies (TAC. Sp) are used. Methodology: analysis-synthesis was used for the assessment of different bibliographic sources on didactics of Physics and some research related to educational communication, lenguage and the use of TAC in the teaching of Physics. Results: during the lessons of Physics where TACs are used, profesors must take into account how they communicate with their students, the use of a scientific-technological language, the interpretation that science has made to the scientific-technological language, the way each teaching activity is oriented, the purpose, the students’ interests and motivations according to their previous knowledge, the knowledge comprehension and interpretation, the abilities to write, read, explain and argue about science; that is why the professor’s performance must be communicative. Conclusions: Communication emerges as one of the essential processes of the teaching-learning process of Physics. It is manifested as a nucleus of the didactics constructions that enables the design of the communicative process, in relation to the need of teaching the contents in a more comprehensible way. The Communicative Didactics of Sciences Theory is a precedent that provides valid theoretical-methodological results for further researches on the didactics of Physics from the communicative process, but it is necessary to continue studying, introducing and generalizing innovations in this field.