[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585009-105":59,"doc-detail-585009-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-concept-of-force-an-educational-itinerary-with-a-historical-support","THE CONCEPT OF FORCE: AN EDUCATIONAL ITINERARY WITH A HISTORICAL SUPPORT","","Physics education research on the concept of force develops a historical, interdisciplinary teaching itinerary to help students grasp force’s meaning as a fundamental physical magnitude. The approach builds understanding through the genetic stage of concepts and the problems that led scientists to introduce them, linking force to inertia and mass. It proposes collaboration among physics, mathematics, history, and philosophy teachers, strengthening science education through history’s support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-concept-of-force-an-educational-itinerary-with-a-historical-support/585009/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-concept-of-force-an-educational-itinerary-with-a-historical-support/585009.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central concept does the paper focus on in physics education?","Question",{"text":112,"@type":113},"The paper focuses on the concept of force and highlights its role as a basic physical magnitude for students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the proposed itinerary include inertia and mass?",{"text":117,"@type":113},"Force is treated as strictly connected to inertia and mass, making it impossible to address force without also addressing these two notions.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the historical approach support interdisciplinary science education?",{"text":121,"@type":113},"By presenting concepts in their origins and examining the difficulties behind their introduction, the historical method helps students understand both science’s evolution and the relationship between scientific models and reality. It also enables interdisciplinary collaboration across physics, mathematics, history, and philosophy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585009,1792165328,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025  \n47  \nTHE CONCEPT OF FORCE: AN EDUCATIONAL ITINERARY WITH A HISTORICAL SUPPORT  \nPaolo Bussotti   \nUniversity of Udine, Italy E-mail: [paolo.bussotti@uniud.it](paolo.bussotti@uniud.it)  \nAbstract  \nThe problem here dealt with concerns physics education, and specifically the concept offorce. The idea behind this research is that a historical approach to the teaching of such a notion is of great help for the students to fully understand the meaning of this basic physical magnitude. For, most of scientific concepts can be better grasped by the learners if their genetic phase is presented and the problems that induced scientists to introduce them are expounded. In this way, the students will catch the rationale behind the birth ofscientific notions. Furthermore, a shared educational itinerary among the teachers ofphysics, mathematics, history, and philosophy can be conceived so as to realize an interdisciplinary approach to science education. It is often presented as a desideratum, but is rarely concretely developed. Here, restricting to the notion offorce, such an approach is developed. Since force is strictly connected to inertia and mass, a large part of this discussion is dedicated to such two notions.  \nKeywords. Newton, physics education, history of science, mass, inertia, force, principles of dynamics, inertial reference frames, non-inertial reference frames  \nIntroduction  \nThe concept of interdisciplinary instruction is one of the basic notions of modern education. Nevertheless, there are not many cases in which genuine interdisciplinary educational itineraries are proposed. In this research, I will present one: the final purpose is to highlight the main characteristics of the concept of force in physics. Force is strictly connected with mass and inertia, so that it is impossible to deal with the first magnitude without also addressing the nature of the other two. Thence, the protagonists of this writing are mass, inertia, and force.  \nIn many cases, even though not in all cases, the best approach for the students to deeply understand scientific concepts is the historical one. For they will be able to grasp the nature of the concepts in their nascent phase, and this shall allow them to catch all the difficulties that lay behind the birth of some notions, which is sometimes obscure ifamore formal approach is proposed. The further advantage of the historical method is that it permits to understand the evolution of science and the relationship between science and the phenomena that science itself attempts to model. Indeed, throughout the history of science, there were considerable difficulties in distinguishing between what belongs to the world and what, on the other hand, belongs to our model of the world. The analysis of these difficulties is a useful tool in the hands of the teacher to help students understand the nature of science.  \n\n|  | [https://doi.org/10.33225/BalticSTE/2025.47](https://doi.org/10.33225/BalticSTE/2025.47) |\n| --- | --- |\n|  |  |\n|  |  |\n\nThis is an open access article under the  \nCreative Commons Attribution 4.0 International License  \nProceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025   \n48  \nTherefore, an interdisciplinary educational approach in which history of science represents a support for science education is here proposed (for the importance of history of physics in physics education see, e.g., Bussotti, 2021, Bussotti, 2023b, Galili, 1993, 2001, Galili &Bar, 1992, Lopes Coelho, 2007, 2010, 2012, 2018, Tomara, Tselfes & Gouscos, 2017. For the relation between mathematics and history of mathematics, see Bussotti (2012, 2013, 2014, 2015b, 2019, 2023a). In what follows, several considerations which also have a philosophical value are presented. A typical example is the just mentioned problem regarding the relations between our scientif","cbCaivVQVEJt0FEk","https://ap.wps.com/l/cbCaivVQVEJt0FEk","pdf",878412,24,"English","# Abstract\n# Introduction\n## Interdisciplinary instruction and goals\n## Advantages of the historical method\n## Force, mass, and inertia in the itinerary","[{\"question\":\"What central concept does the paper focus on in physics education?\",\"answer\":\"The paper focuses on the concept of force and highlights its role as a basic physical magnitude for students.\"},{\"question\":\"Why does the proposed itinerary include inertia and mass?\",\"answer\":\"Force is treated as strictly connected to inertia and mass, making it impossible to address force without also addressing these two notions.\"},{\"question\":\"How does the historical approach support interdisciplinary science education?\",\"answer\":\"By presenting concepts in their origins and examining the difficulties behind their introduction, the historical method helps students understand both science’s evolution and the relationship between scientific models and reality. It also enables interdisciplinary collaboration across physics, mathematics, history, and philosophy.\"}]","THE CONCEPT OF FORCE: AN EDUCATIONAL ITINERARY WITH A HISTORICAL SUPPORT | PDF",1792053294]