The role of context in learning (that is contextualized) and motivation (that arises in context) implies
a need of designing, promoting, revising the physics learning integrated into social issues. Road safety
education should be the ground to build conceptual knowledge as well as the context of meaning for the
safety rules. Good examples of activities related to context-based physics pointed out a need to study
how the conceptual knowledge of physics can be built in science & society contexts, thus grounding a
new way of looking at the setting of both physics and science & society. This innovation in the way to
look at contents to activate effective teaching-learning processes needs adequate teachers formation.
Many dimensions are involved in this process: teacher professional development, ways to teach physics
in different contexts, design-based research, proposals design. A research was planned to address
these levels, founded in the methodology of Inquired Based Learning and in the Model of Educational
Reconstruction as a framework for the re-structuration of the physics content in the proposals, the
issue of the motion in its levels of both description and aspects relevant to active and passive safety
in the mobility. Formative activities were offered to schools, involving in two years 40 kindergarten
and primary/middle school teachers of different subject areas, interested in road safety education. We
analyzed the process activated in teacher education and the teachers’ works during the formation and
in their experimentation in school. The main value emerges from the integration of the competences
of teachers in treating problems about traffic safety in different topics and the researcher competences
in scientific education. The main results concern good practices as suggestions for curricula innovation,
alternative proposal integrating learning of both scientific and safety aspects in new contexts and
promoting student motivation, improvement in teachers’ PCK..
