AS CONCEPÇÕES DE ENSINO DE FÍSICA E A CONSTRUÇÃO DA CIDADANIA
(2002) Caderno Brasileiro de Ensino de Física — Vol. 19, n° 1, p. 51-65 (2002)
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- Abstract
- Physics education in the 1960s and 1970s was characterized by a highly mathematical approach. However, it is widely recognized that the mere application of equations does not foster critical reflection on established social structures. In recent years, increasing attention has been given to the social role of physics education, enabling teaching practices that emphasize conceptual understanding and are closely connected to students’ lived experiences. As a result, physics classes are increasingly viewed not only as spaces for learning scientific concepts but also as opportunities to develop ethical values concerning the use of natural resources and the technologies derived from them. The conception of physics education held by a teacher or an institution—as well as its underlying ideology, policies, and values—can be revealed through an analysis of its pedagogical practices.
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Citations
Dias de Carvalho Junior, G. (2002). AS CONCEPÇÕES DE ENSINO DE FÍSICA E A CONSTRUÇÃO DA CIDADANIA. Caderno Brasileiro de Ensino de Física, 19(1), 51-65. https://hdl.handle.net/2078.5/277376 (Original work published 2002)