Physics Education and Sustainable Development: A Study of Energy in a Glocal Perspective in an Angolan Initial Teacher Education School

Abstract

Education is a key element to address sustainable development goals (SDG). This is particularly relevant in developing countries (e.g., Angola) where politicians signed agendas (2030 and 2063), but their commitment is far from expected. One issue of these agendas is the sustainable production and use of energy, where Angola faces a serious situation given the strong petroleum dependence and the weak use of alternative energy resources. Despite recent national policies, physics education in Angola is characterized by traditional practices. Therefore, this study questions how electric energy may be taught in a physics course of an initial teacher education program to develop teacher educators’ conceptions and practices. Empirically, the study included a case study (CS) in a physics course for future physics teachers in an Angolan school and an exploratory study (ES) 1 year later. Data collection used a variety of techniques and instruments in the CS (e.g., documental analysis, questionnaire, and physics teachers’ documents produced in an intervention action where a didactic sequence about energy was negotiated) and, in the ES, a focus group with physics teachers involved in the CS. Data were treated by statistics and content analysis. Although the results cannot be statistically generalized, they suggest that: with the traditional approach, the future teachers learned academic concepts, but do not know/nor see the importance of local energy resources and do not value their role as active citizens; the teacher educators agreed with the didactic sequence to improve their teaching; 1 year later, teachers referred to have changed their practices. Recommendations pointed to promoting teacher professional development in order to contribute to the SDG and educational research as a collaborative process to support and sustain new practices.

Improvement of the Professional and Methodical Training of Future Physics Teachers

“…This aligns with evidence that problembased activities, discussions, and simulations enhance engagement and learning (Costa Junior et al, 2018;Dammer et al, 2022). The principles outlined for teacher training, like fundamentality, integration, and differentiation, have been highlighted in other studies as important for quality physics education (Abend, 2018;Malavoloneque & Costa, 2022).…”

“…Source: compiled by the author based on Malavoloneque and Costa (2022) The curriculum should be aligned with the latest scientific discoveries and developments, reflecting the dynamic nature of the field (Bonnes & Hochholdinger, 2020). By incorporating cuttingedge research and emerging scientific knowledge into the curriculum, future physics teachers can provide students with up-to-date and relevant information, fostering a deeper understanding of scientific concepts.…”

The Evaluation of a Technology-Embedded Solar Energy STEM (SESTEM) Module: A Pilot Implementation of Modern Teaching Tool for Diploma Science Students

“…On the other hand, Physics is recognised as one of the most abstract subjects in the science stream (Istiyono et al, 2019;Kurniawan et al, 2019;Berge et al, 2020;Kurniawati & Ermawati, 2020). Renewable energy, such as solar energy, is one of the subtopics of Physics (Rajagukguk et al, 2020;Chien et al, 2021;Malavoloneque & Costa, 2022). Education about solar energy can promote awareness and social acceptance of solar systems for diverse purposes.…”