Notions of resistances and points of entry for texts formats in teacher physics education

We develop the notions of resistance and points of entry in the context of alternative written textual formats used in physics teacher education. Studies point out that textbooks have played an important role in undergraduate physics courses, which can be part of the initial training of physics teac...

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Bibliographic Details
Published in:Educational philosophy and theory 2024-06, Vol.56 (7), p.658-668
Main Author: Setlik, Joselaine
Format: Article
Language:English
Subjects:
College Science
Educational Practices
philosophy of language
Philosophy of science
Physics
Resistance
Science education
Science Teachers
Teacher education
Teacher Improvement
Teacher physics education
Teachers
Teaching
Textbooks
texts formats
Transformation
Citations: Items that this one cites
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Summary:We develop the notions of resistance and points of entry in the context of alternative written textual formats used in physics teacher education. Studies point out that textbooks have played an important role in undergraduate physics courses, which can be part of the initial training of physics teachers. On the foundation of theories in the philosophy of science, it is possible to verify that there are philosophical reasons for the privileged use of this textual format in physics undergraduate courses. However, alongside the transformation of the educational field in terms of its theoretical-methodological approaches, there is a growing body of research and educational practices that highlights the importance and possibilities of incorporating others written textual formats in all levels of physics education. The notions of resistance and points of entry can enhance the awareness of these dynamics of physics education. To produce such an understanding, we put the philosophy of science in dialogue with the philosophy of action, which provides an overview of the interactions of life, including physics pedagogy - in which actions promote transformations.
ISSN:0013-1857
1469-5812
DOI:10.1080/00131857.2023.2298184