Ethical and Scientific Training of Physics Teachers:Integration of Socioscientific Issues in the Courses of Modern Physics and Physics Didactics
DOI:
https://doi.org/10.34624/86wk0g73Keywords:
Modern Physics, Critical Science Education, Socioscientific Issues, Teacher TrainingAbstract
This article analyzes the training of Physics teachers in institutions from the Global South, with a focus on the articulation between Modern Physics content and the ethical and socioscientific dimensions of teaching. Through qualitative and quantitative research conducted at two public universities — one in Angola and the other in Brazil — it was observed that the curricula emphasize the technical formalization of Modern Physics while neglecting its social and ethical contextualization. Based on interviews, document analysis, and the application of questionnaires, the results point to a low frequency of discussions on socioscientific issues (SSIs) and ethics in classes, although students show interest in such debates. The study argues for the systematic inclusion of SSIs as a strategy to foster critical citizenship and understanding of the social impacts of science. It proposes curricular reforms and interdisciplinary teacher education programs with a critical and political approach.
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