An Analysis of the Constitution of Knowledge Related to the Teaching of Quantum Physics in an Undergraduate Course

Abstract: Theachers are professionals in continuous development, constituting throughout their personal and formative trajectory knowledges that are mobilized in their practices. Our objective is to analyze evidences of the constitution of certain knowledges related to the teaching of quantum physics by undergraduate students. The inclusion of quantum physics in basic education has been object of studies that indicate the need to promote investigations about the initial training of physics’ teachers, considering that this formation should provide opportunities for the students express their conceptions, conceptual difficulties and discuss strategies and didactic resources. Based on Tardif’s characterization of teaching knowledge, we conducted a discursive analysis of in-depth interviews with two students, using concepts of the French Discourse Analysis. We propose a categorization of aspects related to the constitution of those knowledges and we noted critical positions about concepts of the quantum physics and its teaching.