Scientific Knowledge As A Culture: The Pleasure Of Understanding

Description

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. 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