Abstract
This chapter summarises a series of studies on the critical responses of beginning teachers when presented with questionable explanations in physics. Based on a typology of these responses and some hypotheses on the main factors of critical passivity, suggestions are made to facilitate the activation of a critical attitude in this population. The document recommends enlightening the pedagogical choices of explanations through a multi-criteria analysis. The final discussion draws attention to the crucial importance of the simplicity of an explanation as a criterion of choice for beginning teachers, even at the expense of its coherence.
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Viennot, L., Décamp, N. (2020). Critiquing Explanations in Physics: Obstacles and Pedagogical Decisions Among Beginning Teachers. 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_6
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DOI: https://doi.org/10.1007/978-3-030-51182-1_6
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