Professional knowledge of future teachers of physics in a context of curriculum innovation: The case of Modern and Contemporary Physics in High School

Abstract

Despite revolutionary changes in physics in the twentieth century, the school curriculum has not kept up with such changes, because in general only the contents of Physics constructed by the year 1900 are worked in the classroom. Still, it is increasing the development of research that address the Modern and Contemporary Physics from the perspective of education, seeking program in the classroom proposals for curricular renewal. However, in our view, little attention has been paid to research the role of the teacher training in physics to work in this perspective of education, thus, this paper proposes the use of the concept of Charlot's relationship with the professional knowledge of teachers to investigate the reasons for the difficulties to insert topics of Modern and Contemporary Physics in high school. The research methodology is based on three main stages: preparation and proposal of sequences for future teachers of physics, the restructuring of sequences made by the future teachers and application of new sequences for high school students. As data collection instrument used: video recordings of future teachers every step of the process and the semi-structured interviews. Among the main results of this project point an interest in contributing to the research area of science education on the renewal of physical education in the curriculum and teacher training.