1 Discipline Didactics Laboratory, Institute of Mathematics and Physical Sciences, University of Abomey-Calavi.
2 Research and Expertise Laboratory for Sport, Education and Social Interventions, National Institute of Youth, Physical Education and Sport, University of Abomey-Calavi.
World Journal of Advanced Research and Reviews, 2026, 29(01), 1865-1875
Article DOI: 10.30574/wjarr.2026.29.1.0261
Received on 22 December 2025; revised on 28 January 2026; accepted on 31 January 2026
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.
Physics; Newton's Second Law; Subject Content Knowledge
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Ahodegnon Zéphyrin Magloire DOGNON, Danhin Aimé Comlan KANFFON, Sègbégnon Eugène OKE and Cyriaque Coovi SESSOU AHODEKON. Teaching newton's second law in the final year of secondary school: Physics teachers' knowledge about subject content. World Journal of Advanced Research and Reviews, 2026, 29(01), 1865-1875. Article DOI: https://doi.org/10.30574/wjarr.2026.29.1.0261.
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