Fragments of EPR paradox in a scientific divulgation excerpt: an exploratory survey of freshmen at university

Abstract

Considering the well-documented pertinence in introducing topics of Modern and Contemporary Physics, especially of Quantum Physics, in High School, this study firstly presents an overview on the Einstein, Podolsky and Rosen paradox (EPR paradox), in an attempt to outline their possibilities for Physics teaching at school. Secondly, in order to probe these possibilities, guided by principles of Discourse Analysis by Michel Pêcheux, the research analyzes how first year students at University produce meanings on the subject, by reading fragments of a scientific divulgation text. Although most of the participants have reported difficulties in the short reading performed – which may be considered natural in view of the immediate production conditions, and the newness of the subject for them –, this experiment seems to have provided students increments/constructions in their reading on the subject.