L’approccio storico-epistemologico alla fisica come risorsa per la formazione degli insegnanti di scuola primaria

In our knowledge-based society, an adequate acquisition of scientific literacy is required for active participation in civic and social life. Hence the need, starting from the lowest school levels, to investigate how to teach physics as a form of knowledge useful to make responsible decisions in a world increasingly influenced by science and technology. In the framework of the pedagogical project of educating students to and through knowledge, the paper has a twofold objective: to analyze some critical issues related to the teaching/learning of physics emerged during the workshops of physics, held within the degree course in Primary Education Sciences at the University of Urbino Carlo Bo. To discuss, in the light of this experience, how the historical-epistemological reflection can contribute to the studies on the didactic transposition and reconstruction of knowledge and on teachers’ training.