Abstract
Some traditional approaches to teaching Physics at the secondary level of instruction have disclosed their limits, especially in distance learning. A consequence of such limits seems to be a somewhat diffused lack of students’ scientific abilities, mainly caused by their learning difficulties. To overcome the shortcoming of tradition, we stimulated some teachers to get involved in a new teaching approach to develop their awareness of these limits and difficulties and exploit their PCK (Pedagogical Content Knowledge). This approach explores and intercepts the main learning features and needs in the first years of Physics studies. For that reason and the analogy in Math Education, we named it Early Physics.
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