The History of Physics and Physics in School: inconsistencies be-tween science and teaching
DOI:
https://doi.org/10.11606/khronos.v0i4.133607Keywords:
physics teaching, history of science, teaching workAbstract
This paper compares how the history of physics presents a branch of science permeated by conflict, constructed in very characteristic social, political, economic and religious contexts, and how physics taught in basic schools seems to be presented as the opposite of epistemology. We use as theoretical references historians and sociologists of science, epidemiologists, physicists and physics teachers. As a research methodology, we applied a questionnaire about science and physics teaching to regular teachers in high school. We conclude that the physics taught in schools, despite the numerous reforms and curricular proposals, remains distant from physics as a science and culture.
Downloads
Downloads
Published
Issue
Section
License
Authors who publish in this journal agree to the following terms:
- Authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License in the "Attribution-NonCommercial 4.0 International" (CC BY-NC 4.0) modality that allows sharing of the work with acknowledgment of authorship and initial publication in this magazine.
- Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (eg, publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
- Authors are allowed and encouraged to publish and distribute their work online (eg in institutional repositories or on their personal page) at any point before or during the editorial process, as this can generate productive changes, as well as increase impact and citation of the published work (See The Effect of Open Access).
- Any doubts or complaints about copyright must be directed to the Editorial Board or qualify and express themselves in accordance with the guidelines of the Committee on Publications Ethics (COPE).