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.
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