Abstract
Physics, like other scientific disciplines, is believed to be objective and free from political and social issues. Thus, there is a significant dissociation of core concepts, such as energy, from sociopolitical landscapes. This disconnection heavily influences physics curriculum, pedagogies, and education. Given the indirect and direct impacts physics has on societal and political inequalities—for example, climate change, energy inequalities, and technological inequities— there is importance in shifting this narrative so that learners can start addressing real-world problems through physics. This discussion asserts that physics should no longer be taught as an abstract and philosophical field far removed from real-world applications, especially in secondary school settings. To start shifting this narrative, the Energy and Equity Project, funded by the National Science Foundation, offered a year-long virtual professional learning community (PLC) to physics teachers from across the country. The PLC was designed to explore a major question related to the concept of energy: How do we explore sociopolitical landscapes in physics education? Drawn from classroom, teachers, and PLC experiences and observations, this article describes the responses to this question to inspire professionals involved in physics education to address the critical need to include sociopolitical landscapes in the field. By reflecting on this major question, physics teachers can start to understand how equity can be integrated into science classrooms. In support of this conclusion, two case studies of energy lesson plans developed by PLC teacher participants are discussed as examples of ways in which physics teachers can integrate sociopolitical landscapes into science education. The case studies also foster dialogue as to why physics education should be more strongly connected to sustainability and environmental education.
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