Making Physics Teaching Inclusive Through a Humanistic Approach

Abstract

Investments in physics education suffer from rather poor outcomes if we consider the high percentage of young people for whom physics is not perceived as a rich opportunity but only as an arid obstacle along their educational path. To make physics teaching more inclusive also with respect to these students, physics teachers should act as interpreters who combine and convey the powerful images and mental schemes typical of physics together with multiple cultural contexts. Only from this perspective, physics may finally represent an effective contribution to the growth and development of all, especially those who do not plan to become scientists. Systematic references to the humanities may offer a didactic approach that has been underestimated and little exploited until now.