Abstract:

Learning physics, the central theme of this communication, has always been a difficult intellectual exercise (OECD, 2006). To correct this situation, many researchers suggest that science education should focus on the history of science (Métioui, Matoussi & Trudel, 2016; Henke & Hottecke, 2014). The present research is done in this perspective and will be used to illustrate the different theories developed during the history in the case of the study of movement. We will see that some theories developed by well-known scientists are erroneous and they influenced several generations of scientists. We will also see that the study of the abandoned theories in the classroom is more than appropriate since they are shared by many students, despite formal education. For example, the impetus theory formulated in the fourteenth century by Buridan (the movement of a body is held by the impulse and stops when the impulse disappears) is in epistemological rupture with which developed in the Newtonians study related to the movement.

Keywords:

History, Force, false conceptions, Teaching, Conceptual conflicts.