PHYSICS TEACHING METHODOLOGY: THEORETICAL AND CONCEPTUAL DISCUSSIONS

Authors

  • Adelcio Machado dos Santos
  • Cesar Henrique Wanke

DOI:

https://doi.org/10.63330/sasciencesv6n2-005

Keywords:

Physics Teaching, Methodology, Epistemology, Didactics, Teacher education

Abstract

This article critically analyzes the main theoretical and conceptual discussions on physics teaching methodology, highlighting its pedagogical implications and the contemporary challenges of teaching practice. Based on an approach grounded in the epistemology of science and learning theories, it discusses the limitations of traditional methods and the rise of constructivist and inquiry-based practices. Drawing from classical and contemporary literature, the article explores the importance of contextualization, experimentation, didactic mediation, and the use of technologies in physics education. It argues that overcoming the fragmentation between theory and practice, as well as reinterpreting scientific language and valuing student protagonism, are essential to fostering meaningful learning. It concludes that the methodology of physics teaching must articulate epistemological foundations, pedagogical commitment, and social sensitivity, positioning itself as a structuring axis of scientific and civic education.

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Published

2026-06-08

How to Cite

dos Santos, A. M. ., & Wanke, C. H. . (2026). PHYSICS TEACHING METHODOLOGY: THEORETICAL AND CONCEPTUAL DISCUSSIONS. South American Sciences, 6(2), 1–13. https://doi.org/10.63330/sasciencesv6n2-005

Issue

Vol. 6 No. 2 (2026): South American Sciences

Section

Artigos

License

Creative Commons License

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