Assuming that Physics education has interesting explicit practical activities or possible relationships between physics content and aspects of everydayness, we tried to outline answers to the following question: Can the explicitness of relationships between physics and aspects of contemporary technological objects can mobilize high school students for the study of this discipline? Guided by the notion of mobilization as proposed by Bernard Charlot and by notions of Discourse Analysis initiated by Michel Pêcheux, we analyze information collected from student activities involving the reading of scientific dissemination texts and responses to questionnaires containing open questions. The analyses suggest that explicit relationships between physics content and aspects associated with the production and functioning of contemporary technological objects, such as the telephone, computer, X-ray and magnetic resonance apparatus, can function as vehicle of mobilization in respect of the study of physics.
Physics teaching; High School; Technological objects; Mobilization