فهرست نشریات علمی دسترسی آزاد ایران

Physics education is not merely a process of transmitting purely scientific concepts, but rather a social and cultural context in which various values, identities, and inequalities are reproduced. The sociology of physics education, by examining different social factors such as gender, social class, culture, and scientific identity, seeks to provide a deeper understanding of how students learn and participate in this field. Recent research indicates that cultural beliefs, social perceptions, and even gender stereotypes regarding who can be a successful scientist or physicist play a significant role in students' interest and performance in this subject. Furthermore, classroom interactions in physics, modes of address, body language, and the assessment climate limit learning opportunities for certain groups. Hence, a sociological understanding of physics education assists teachers in designing more equitable and effective learning environments. This article, through a qualitative analysis reviewing recent studies in the sociology of science and physics education, examines the relationship between social and cultural structures and learning processes. The findings of this study highlight the necessity of attending to cultural and social contexts in physics education and propose strategies for promoting educational equity and fostering scientific identity among students as an impactful and essential undertaking.