Reading comprehension of literary fragments as a didactic strategy for the teaching of Physics

Reading comprehension is fundamental for the meaningful learning of scientific concepts, by facilitating the connection between abstract knowledge and its practical application. This study evaluates the effectiveness of literary texts as a pedagogical tool in the teaching of Newton's laws at the secondary level. From an interdisciplinary approach, two groups were compared: a control group, which followed a traditional method, and an experimental group, to which an innovative approach was applied that integrates literature with concepts from Physics. The results showed that the students in the experimental group demonstrated a deeper understanding and greater motivation towards learning. This approach not only addresses conceptual gaps, but also encourages the development of analytical and creative skills. The findings suggest that the integration of seemingly distant disciplines, such as literature and science, significantly enriches the teaching of physics and could be successfully applied in other areas of knowledge.