STS perspective in 10th grade Angolan Physics textbooks: an analysis of thermodynamic chapters

Abstract

This research analyses to what extent do 10th grade physics textbooks in Angola include educational proposals in thermodynamics that promote STS teaching. Thermodynamics chapters of three textbooks available on the Angolan market were content analysed. This analysis was supported by a grid of analysis used in other studies. Results suggest that these chapters are not consistent with an STS perspective: the sections of these chapters are organized around academic contents, STS relations are occasionally inserted in the text and emphasize linear relations from thermodynamics/ technology to society, and the few practical activities do not have STS marks. These results seem to highlight the need to rethink the didactic epistemological paradigm that supports the idealization and design of these resources so that they can convey the current LBSEE ideology.