The design of Physics activities facing the challenge of school heterogeneity in secondary education

Abstract

This communication is framed in the formative pathway of continuous education "The teaching of Physics in secondary educa-tion". On this opportunity, the communication concerns the analysis conducted of a group of teachers' didactic proposals when asked to design a Physics activity while taking into account that the classroom is heterogeneous and there is an ADHD report. The goal of the requested task is to promote a connection between theoretical knowledge and concrete practice, and to set out discussions that take into account the groups' heterogeneity and the possible didactic strategies in subjects of Physics. The anal-ysis of the productions is conducted from two dimensions, the Teaching in heterogeneous classrooms and the Management of activities. The investigation developed has a qualitative nature and is aimed towards understanding the meaning of the didactic decisions developed by teachers. The school group's heterogeneity seems to be part of some didactic decisions, since the group of teachers takes into account aspects such as the shared construction of knowledge and the organization of information, but do not do so with the management of time, the evaluation, the analysis of what is allowed by the activities, considering the stu-dents' previous knowledge and their behavior.