Reading and arguing: potential use of popular science texts in middle of Physical education in high school

Abstract: This paper presents results from a sequence of educational activities that involve the use of reading strategies and popular science texts in physics classes of the 2nd year of High School. The activities sequence with popular science texts aiming to investigate the effect on the students' progress regarding to reading and argumentation. It was found that the systematic and repeated use of popular science texts in classes led to the development of skills related to oral and written expression of the students. It was also noticed that the proposed tasks of pre/during/post-reading stages were fundamental to promote the relationship between the text and the physics content. These tasks help to engage students during the process of reading and text discussion, as well as to evaluate what the students knew before and what they learned after the reading step.