Abstract
Physics teachers have a variety of concerns about how to teach physics in a technological world. In this paper, an analysis of these ideas is presented and discussed. In the framework of a meeting, participants were invited to formulate some questions to be debated by a panel of experts during the event. A content analysis was performed using both qualitative and quantitative simple approaches in order to detect teachers’ concerns with the aim to promote a subsequent reflection. Most of the questions referred to how to deal with teachers’ education and their professional knowledge development. The analysis of the question applying PCK model showed a strong interest of the physics teachers on topic-specific knowledge and the best strategies to teach it. This meeting was a formidable opportunity to detect different needs and requirements that will be a great contribution in order to rethink physics and science education in this technological world.
After some 30 years of [analysing teaching], I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced and frightening activity that our species ever invented.
Lee Shulman (2004, p. 504)
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Acknowledgements
Science and Technology Projects: PIP 11220130100609CO (2014–2016); FONCYT-PICT-2015-0044 & UBACYT-2018-20020170100448BA (2014–2017).
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Lorenzo, M.G. (2020). Concerns About Relevant Physics Education in a Technological World: An Overview of GIREP Participants’ Questions. In: Guisasola, J., Zuza, K. (eds) Research and Innovation in Physics Education: Two Sides of the Same Coin. Challenges in Physics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-51182-1_5
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DOI: https://doi.org/10.1007/978-3-030-51182-1_5
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