Rethinking contextualization in physics education: a perspective from semantic gravity
- Physics & Astronomy International Journal
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Guillermo Cutrera
Abstract
This study examines the applicability of Semantic Gravity (SG), a concept derived from
Legitimation Codes Theory, as a tool to enhance contextualization in physics teaching. SG
offers a framework for analyzing how educators and students navigate between abstract
concepts and concrete applications, addressing one of the persistent challenges in physics
education: the gap between theoretical understanding and practical application. The study
reveals that implementing SG presents both significant opportunities and considerable
challenges. Opportunities include the development of a more profound and transferable
understanding of physics concepts, more inclusive teaching practices, and more authentic
assessment methods. Challenges encompass teachers’ need for a deep understanding of the
concept, adaptation of existing curricular materials, and development of rigorous methods
to assess their impact. Research suggests integrating SG into teacher training and curriculum
design could significantly transform physics teaching. However, further empirical research
is required to validate its effectiveness fully in diverse educational contexts.
Keywords
Semantic Gravity, physics teaching, contextualization, teacher training, semantic profiles
