This book, in its first part, contains units of conceptual history of several topics of physics based on the research in physics education and research based articles with regard to several topics involved in teaching science in general and physics in particular. The second part of the book includes the framework used, the approach considering science knowledge as a special type of culture – discipline-culture. Within this approach, scientific knowledge is considered as comprised of a few inclusive fundamental theories each hierarchically structured in a triadic pattern: nucleus-body-periphery. While nucleus incorporates the basic principles and body comprises their implementations in the variety of laws, models, and experiments, periphery includes concepts at odds to the nucleus. This structure introduces knowledge in its conceptual variation thus converting disciplinary knowledge to cultural-disciplinary one. The approach draws on history and philosophy of science (HPS) necessary for meaningful learning of science. It is exemplified in several aspects regarding teaching physics, presenting history in classes, considering the special nature of science, and using artistic images in regular teaching. The revealed conceptual debate around the chosen topics clarifies the subject matter for school students and teachers encouraging construction of Cultural Content Knowledge. Often missed in teachers' preparation and common curriculum it helps genuine understanding of science thus providing remedy of students' misconceptions reported in educational research.
Author(s): Igal Galili
Series: Science: Philosophy, History And Education
Edition: 1
Publisher: Springer
Year: 2021
Language: English
Commentary: TruePDF
Pages: 487
Tags: Science Education; Learning & Instruction; History Of Science
Foreword
Preface
References
Contents
Part I: Conceptual Excursus
Chapter 1: Understanding Classical Mechanics: A Dialogue with the Cartesian Theory of Motion
Cartesian Laws of Nature
The Account for Collisions
Discourse on Collisions Continues
The First Step: Inelastic Collision
The Second Step: Elastic Collision
Final Refutation: Newton
Questions for Reflection
Philosophical Perspective
Descartes’ Knowledge of Mechanics
Questions for Reflection
Educational Benefits
The Media for Learning
Picture Credits
References
Chapter 2: De Motu: The History of the Understanding of Motion, from Aristotle to Newton
Theory of Motion
The First Theory of Motion: Aristotle
Explanation in Science
Explanation of Motion
Natural Motion
Violent Motion
The Separation of Two Worlds
The Motion of Projectiles
The Physics of Impetus
Hipparchus
Impetus in Medieval Physics
Impetus and Falling
The Birth of the Pendulum
Projectiles and Impetus
Medieval Progress in Kinematics
Nicole Oresme
Medieval Progress in Dynamics
Transition to Classical Physics
Galileo
The Relativity Principle of Galileo and Inertial Motion
Falling
On the Motion of Projectiles
Descartes
On the Motion of Projectiles
Final Synthesis in the Theory of Classical Mechanics: Newton
The Three Laws of Newton
Transformation of the First Law
Summary of the Theoretical Progress
Philosophical Considerations
Motion as Actualization
Motion as “Charged” Activity
Motion as a State
Epistemological Maturation in Considering Motion
The Cumulative Nature of Science
Educational Considerations
Students’ Conceptions
Media for Learning
Concluding Remarks
Picture Credits
References
Chapter 3: Optical Image and Vision: From Pythagoras to Kepler
Introduction
Hellenic Science
Questions for Reflection
Hellenistic Science
Questions for Reflection
Medieval Muslim Science
Medieval Christian Science
Early Modern Science
Questions for Reflection
Modern Science
Historical and Philosophical Summary
Questions for Refection
Educational Comments
Cognitive Resonance
Learning by Conceptual Variation
Construction of the Cultural Content Knowledge
Construction of Scientific Knowledge
Media for Learning
Concluding Remark
Picture Credits
References
Chapter 4: Inertial Force: The Unifying Concept
Introduction
Kepler’s Inertia: The Force of Sluggishness
Galileo’s Inertia: Indifference
Newton: Inertial Force and Inertia of Mass
Euler: Inertia Is Not a Force
D’Alembert: Inertial Force as a Fictitious Force in Newton’s Second Law
New Vision: Newton versus Huygens
Huygens: The Centrifugal Force – The Force in View of the Rotating Observer
Huygens: The Inertial Force Is Similar to the Force of Gravity
Reality of Inertial Forces
Summary of the Theoretical Progress
Galileo and Centrifugal Force
Historical and Epistemological Considerations
Natural in Physics
Observer
Is it a Force?
Inertia and the Cumulative Nature of Scientific Knowledge
Educational Aspects
On the Nature of Scientific Concepts
Conceptual Change in Learning
Operational Definition of Concepts in Teaching Physics
The Knowledge Progression in Science
Media for Learning
Questions for Reflection
Concluding Remarks
Picture Credits
References
Chapter 5: Weight Concept: From Aristotle to Newton and Then to Einstein
Understanding of Weight before Newton
Questions for Reflection
Weight in Newtonian Mechanics
Euler
Huygens
What Is Gravity? The Answer According to Classical Mechanics
Questions to Reflect on and Discuss
Weight in Modern Physics
Einstein: The Principle of Equivalence
New (Old) Definition of Weight
Weight in Rotating Systems
Questions to Reflect on
Historical and Philosophical Summary
Epistemological Development
Questions to Reflect on
Educational Aspects
Impact on Students’ Knowledge
Media for Learning
Weight in Physics Textbooks
Weightlessness
Gravitational “Weightlessness”
Weightlessness/Overweight: The Impact on Human Organism
Rotational Space Station
Weightlessness versus Buoyancy
Questions to Address and Discuss
Picture Credits
References
Part II: Perspectives
Chapter 6: Scientific Knowledge as a Culture: A Paradigm of Knowledge Representation for the Meaningful Teaching and Learning of Science
Ontology in the Cultural Approach to Knowledge
Scientific Knowledge as a Culture
CCK Implications
Scientific Revolution and History of Physics
Theories Relationship
Students’ Learning
Physics Curriculum
Students’ Typology
The Ways to Provide CCK
DC-Based Curriculum
Conceptual Excursus
Summative Lecture
Epistemology in the Cultural Approach to Knowledge
Concluding Remark
Appendices
Appendix 1
Appendix 2
Appendix 3
Picture Credits
References
Chapter 7: Teaching Optics: A Historico-Philosophical Perspective
Introduction
Peculiarity of Knowledge in Optics
Students’ Knowledge of Optics
The Cultural Perspective on Teaching Optics
Multiple Theories and Their Relationship
Nature of Light and Vision
Consolidation of the Ray Theory
The Transition from the Ray Theory
The Transition to the Wave Theory
The Transition from the Wave Theory to Photons
Comments Regarding Optics Teaching
The Role of Theory
The Role of Experiment
Cumulative Nature of Science
Making Knowledge Scientific
The Role of Mathematics
Commonsense Controversy
Summary
Picture Credits
References
Chapter 8: From Comparisons Between Scientists to Gaining Cultural Scientific Knowledge: Leonardo and Galileo
Introduction
Comparison as a Method
Leonardo and Galileo: Comparisons of Selected Aspects
The Account of Motion
Falling Bodies
Gravity–weight
Projectile Motion
Astronomy, Surface Illumination
Shadow, Optics
Problems of Statics
Pendulum as a Device and as a Phenomenon
Summary of the Comparison
What Could Be Learned?
Behavioristic Comparison
Picture Credits
References
Chapter 9: A Refined Account of Nature of Science
Introduction
Background of the Debate
Alternative Perspective
Refinement of the NOS Features
The Feature of Objectivity
Deception by Perception
Representation versus Interpretation
Objectivity versus Correctness
Context Dependence
Objectivity of Modern Physics
Scientific Laws and Theories
The Involvement of Creativity and Imagination
The Empirical Nature of Scientific Knowledge (Observation–Inference)
The Social and Cultural Embeddedness of Scientists and Science
The Tentative Nature of Scientific Knowledge
The Scientific Method
Summary of the Performed Refinement
Some Inferences
Implications in Teaching
Conclusion
Appendix 1
Appendix 2
Appendix 3
Picture Credits
References
Chapter 10: On the Power of Fine Arts Pictorial Imagery in Science Education
Introduction
Encoding Meaning into Artistic Images
The Case of Giotto – Displaying an Idea Through a Representative Image
Educational Implication
An Extra Example in Learning About Optical Image
Nature of Science (Scientific Knowledge)
More About Scientific Method
The Idea of Knowledge Organization
The Cumulative Nature of Science
Polyphony, Perspective, Learning Science
Modern Science
The Beauty and Pleasure of Understanding
Additional Perspective on the Rationale of Using Art Images
Picture Credits
References
Chapter 11: Epilogue: Discipline-Culture for the Pleasure of Understanding
Picture Credit
