Author:

Keywords:

conceptual language, physics

Abstract:

The past 5 years science curricula at the secondary school level in Flanders (Belgium) shifted from a one path, subject centered training towards a two- path training including a subject centered path (intended for the future scientist) and a science integrated training (intended for the non scientist, citizen). This shift in curricula is accompanied by a fundamental shift in methodology. The science centered approach reduces the observed reality to models and describes and aims to understand this reality using symbols, formulas and mathematics. Within the science integrated training, reality is observed and described using the mother language, understood and explained conceptually. Research was conducted to answer the question weather science teachers, until now educated in the science centered system, are able to make this shift in methodology, specifically when teaching about the variables ‘force’ and ‘energy’. Results exposed specific difficulties encountered in formulating conceptual definitions. Currently conceptual definitions are being developed and tested.