Teaching newton's second law in the final year of secondary school: Physics teachers' knowledge about subject content

Each teaching discipline has its own specific characteristics. Physics is no exception to this principle. To this end, the teacher of this discipline must have certain specific knowledge, including that of the disciplinary content, in order to practice the profession easily and effectively. An exploration, in the light of Shulman's model, of some of this knowledge in relation to Newton's second law in the final year of physics teaching reveals that these teachers have no mastery of the epistemology of their discipline, or of its scholarly and institutional functioning. As a result, it is unlikely that their teaching will enable the subject to achieve its objectives through the teaching and learning of its laws. A reorganization of the content of physics teacher training and retraining program could be beneficial for effective learning of the subject.