[email protected] (A.S.)Citation: Martini, B.; Michelini, M.; Stefanel, A.; Tombolato, M. Prospective Teachers’ Representations on the Concept of Force. Educ. Sci. 2021, 11, 614. https://doi.org/10.3390/ educsci11100614 Academic Editors: Federico Corni, Hans U. Fuchs and Angelika Pahl Received: 1 September 2021 Accepted: 29 September 2021 Published: 7 OctoberAbstract: We present a study on teacher education and, in certain, on Physics. Our assumption is the fact that Basic Didactics and Disciplinary Didactic constitute two basic elements of teachers’ specialist improvement and consequently each should be utilized to interpret didactic phenomena adequately. This research AM251 Cannabinoid Receptor requires a sample of 274 prospective teachers, enrolled inside the Major Education Sciences degrees in 3 Italian Universities (Milano Bicocca, Udine, Urbino,). It issues the study with the spontaneous representations produced by students to foster understanding in the force idea and around the motives given to motivate their effectiveness on an educational level and disciplinary 1. The research tools and procedures have been created by crossing the literature of Basic Didactics and Physics Education, identifying analytical categories that emerge from two different and complementary perspectives. In the broad spectrum of students’ conceptions, given by this double viewpoint, some elements stand out: a lot of the representations don’t incorporate the representation in the forces at play, but rather imply a precise didactic approach inherent towards the notion of force. This really is confirmed by the analysis in the didactic and disciplinary motivations, in which a frequent identification on the two sorts of motivations emerges. Keywords and phrases: potential major teachers; representation; concept of force; basic didactic and physics education perspectives1. Introduction 1.1. Background In our existing society, we are witnessing an educational paradox. Around the a single hand, the relevance of scientific education to meet the challenges on the 21st century is claimed, but alternatively, widespread troubles within the finding out of scientific disciplines are detected, as the OECD 2019 report highlights. This paradox prompts us to question the distinct conditions of teaching and studying physics (as a specific scientific discipline) already in the lowest school levels, to ensure that it becomes initially and foremost offered as a type of information, capable of guiding new generations within a society increasingly influenced by science and technologies. Nevertheless, such a cultural project needs special attention to Kindergarten and Primary School Teacher Education. In contrast to degree courses whose teachings have higher epistemic proximity, the study plan of Primary Education Sciences consists of a heterogeneity of disciplinary places. The challenge is always to let students to acquire a higher level of competence inside a wide variety of specific places by way of a restricted set of experiences. That suggests identifying synergies involving distinctive places of information by means of a multi-perspective and integrated education, whilst attempting to recompose the unity of information beyond disciplinary fragmentation. The locations involved within this study are Basic Didactics (understood because the science of teaching) and Physics Education. The aim will be to overcome the disciplinary separation in between these two places perceived by prospective DiBAC4(3) In stock teachers and to understand the specificPublisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps.
