The presence of imagination in Physics Teaching: proposals for teaching that privilege imagination in Physics classes in High School

Abstract

Imagination is an essential faculty not only in the arts but also in the sciences, which is why all school subjects must be concerned with its development. However, this is not always the case in the natural sciences and mathematics. In order to understand how science teaching is committed to that project, this work investigates proposals for teaching that privilege imagination in Physics class in High School. To do so, it analyzes the seven major Brazilian journals on Physics teaching between 2009 and 2019. Only 79 articles fulfill this role, of the 3,612 published in that period. Although small, this number allows outlining the profile of these proposals, which is necessary to improve the studies on the relationship between imagination and science teaching.