PHYSICS TEACHERS PEDAGOGICAL KNOWLEDGE OF THE CONTENT ABOUT NEWTON'S SECOND LAW IN THE FINAL YEAR OF SECONDARY SCHOOL: DIDACTIC PERSPECTIVES

  • Discipline Didactics Laboratory, University of Abomey-Calavi.
  • Research and Expertise Laboratory for Sport, Education and Social Interventions, National Institute of Youth, Physical Education and Sport, University of Abomey-Calavi.
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The difficulties encountered by learners in applying Newton's second law during problem solving have led us to take a closer look at teachers' pedagogical knowledge of the content of this law. This exploration, carried out in the light of Shulman's theory, reveals that teachers are not only somewhat unfamiliar with the recommendations relating to the aforementioned law in official texts, but also have a very poor conception of the teaching/learning of this law from a training perspective. This contributes greatly to the difficulties that learners have in learning and assessing this law. For a better enrollment of students in a culture of physics, specifically about Newtonian mechanics, teacher training needs to be rethought, particularly in terms of physics pedagogical content knowledge (PCK).

[Ahodegnon Zephyrin Magloire Dognon, Danhinaimecomlan Kanffon and Coovicyriaque Sessou Ahodekon (2025); PHYSICS TEACHERS PEDAGOGICAL KNOWLEDGE OF THE CONTENT ABOUT NEWTON'S SECOND LAW IN THE FINAL YEAR OF SECONDARY SCHOOL: DIDACTIC PERSPECTIVES Int. J. of Adv. Res. (Oct). 1703-1710] (ISSN 2320-5407). www.journalijar.com

Danhin Aimé Comlan KANFFON and Professor Coovi Cyriaque SESS
University of Abomey-Calavi
Benin

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