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Crossing the Border of the Traditional Science Curriculum pp 45–59Cite as

Particle Accelerators and Didactic Obstacles

A Teaching and Learning Experience in São Paulo and Cataluña

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Part of the book series: Bold Visions in Educational Research ((BVER))

Abstract

After a few decades in which educators and researchers in the field of physics education discussed the inclusion of topics from modern and contemporary physics (MCP) in high school, a consensus has emerged regarding the need for that insertion (Ostermann & Moreira, 2004).

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References

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Author information

Authors and Affiliations

  1. Departamento de Metodologia de Ensino, Universidade Federal de São Carlos, Brazil

    Márlon Pessanha

  2. Department of Teaching Methodology and Comparative Education, School of Education of the University of São Paulo, Brazil

    Maurício Pietrocola

Authors
  1. Márlon Pessanha
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  2. Maurício Pietrocola
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Editor information

Editors and Affiliations

  1. School of Education, University of São Paulo, Brazil

    Maurício Pietrocola

  2. Institute of Physics, University of São Paulo, Brazil

    Ivã Gurgel

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Pessanha, M., Pietrocola, M. (2017). Particle Accelerators and Didactic Obstacles. In: Pietrocola, M., Gurgel, I. (eds) Crossing the Border of the Traditional Science Curriculum. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-041-7_3

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  • DOI: https://doi.org/10.1007/978-94-6351-041-7_3

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-041-7

  • eBook Packages: EducationEducation (R0)

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