An epistemological approach to align physics teaching with the society of acceleration and uncertainty

In this paper, we present an epistemological approach to physics education research that was progressively developed to build teaching modules aimed at aligning physics teaching with the society of acceleration and uncertainty. This approach is characterised by the choice to exploit the epistemological richness of physics in order to regenerate disciplinary knowledge, and make the discipline a locus wherein to develop the personal identities and competences needed to navigate our current complex society. The approach combines different frameworks, from science education to learning sciences, including the model of educational reconstruction, coordination class theory for conceptual change, the meta-theory of boundary for interdisciplinarity, and the family resemblance approach (reconceptualised for the nature of science). We first describe the process that led us to outline the approach, before referring to some modules (in particular concerning special relativity, thermodynamics and climate change) to discuss our design principles. Specifically, we will argue how these principles represent a compass to make the epistemology of physics resonate with students’ personal processes of sense-making, as well as grounding in the disciplines the development of sustainability competences such as embracing complexity, envisioning futures and enacting creative thinking.