This book, in its first part, contains units of conceptual history of
several topics of physics based on the research in physics education and
research based articles with regard to several topics involved in
teaching science in general and physics in particular. The second part
of the book includes the framework used, the approach considering
science knowledge as a special type of culture - discipline-culture.
Within this approach, scientific knowledge is considered as comprised of
a few inclusive fundamental theories each hierarchically structured in a
triadic pattern: nucleus-body-periphery. While nucleus incorporates the
basic principles and body comprises their implementations in the variety
of laws, models, and experiments, periphery includes concepts at odds to
the nucleus. This structure introduces knowledge in its conceptual
variation thus converting disciplinary knowledge to
cultural-disciplinary one. The approach draws on history and philosophy
of science (HPS) necessary for meaningful learning of science. It is
exemplified in several aspects regarding teaching physics, presenting
history in classes, considering the special nature of science, and using
artistic images in regular teaching. The revealed conceptual debate
around the chosen topics clarifies the subject matter for school
students and teachers encouraging construction of Cultural Content
Knowledge. Often missed in teachers' preparation and common curriculum
it helps genuine understanding of science thus providing remedy of
students' misconceptions reported in educational research.
