Argues that high school physics should be grounded in motivating contextual activities and connected to a philosophically and historically valid theoretical structure. Explains the large context problem approach and its effect on generating questions and problems. (DDR)

Analyzing the paradigmatic shift from Peripatetic to Galilean physics can help to understand students' difficulties in learning Newtonian mechanics. Promotes the use of historical texts in physics teaching as a means to support students in becoming aware of the structural differences between everyday life and scientific views of the world. (Author)