This article describes a study developed in three phases (exploratory, the diagnosis, teacher education program and teaching practices resulting from it) involving physics teachers and students of Secondary Education of Angola, and it is focused on the newtonian concept of force. The exploratory phase showed that teachers education have fragilities with negative repercussions on students' learning in Secondary Education in Cabinda. The other two phases of the study showed that teacher education programs centered on teaching models about conceptual fields of scientific concepts leads to changes in teaching practices which determine significant improvements on students learning by to engaging them in activities and scheduled tasks. This work shows the relevance of a teacher education program, based on specific didactic models about certain conceptual fields, as a starting point for the qualification of the physics teaching in Angola.
physics; secondary education; didactic model of conceptual fields; teacher education; graphical representations; teaching practices; classroom
