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.
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