Art, Science, and Culture in dialogue with Physics Teacher Education

Abstract

The context for this research is the initial education of physics teachers, particularly exploring the intersections between Art, Science, and Culture to reflect on the possibilities for more humane, contextualized, and integrated teaching. Based on the course "Art-Science-Culture and the Teaching of Physics" in a Physics teacher education program at a Brazilian public university, we seek to reflect on the extent to which Art, Science, and Culture integration can contribute to Physics Education (PE), based on the voices, reports and considerations constructed together with the pre-service teachers in a theoretical-experimental research approach. The methodology is qualitative. We utilize an initial questionnaire, classroom observations, and think-aloud protocols, with final records captured in a concluding questionnaire, involving 23 participants. The data were organized through Discursive Textual Analysis, leading to the construction of analysis categories and a metatext at the end. Among the results, we highlight the participants' perception of innovative methodological approaches as a potential means of connecting physics to everyday life, making classes more interesting and interactive. The research revealed that the intersection of Art, Science, and Culture is a fertile ground for considering new possibilities for PE, and an important path for rethinking teachers' initial education.