Mechanics as the Logical Point of Entry for the Enculturation into Scientific Thinking

Abstract

Force in modern classical mechanics is unique, both in terms of its logical character and the conceptual difficulties it causes. Force is well defined by a set of axioms that not only structures mechanics but science in general. Force is also the dominant theme in the 'misconceptions' literature and many philosophers and physicists alike have expressed puzzlement as to its nature. The central point of this article is that if we taught mechanics as the forum to discuss the nature of mechanics itself, then we would serve to better secure a learner's understanding and appreciation of both science and mathematics. We will attempt to show that mechanics can provide the opportunity for students to enter this meta-discourse by engaging in Socratic discussion, entertaining thought experiments, comparisons made between force as defined within mechanics as a modern axiomatic system with Newton's quantitative definition of force, how the concepts of force prior to Galileo and Newton can be used as a teaching aid with respect to student intuitive ideas and how mathematics was brought to bear on what is given empirically. Mechanics provides this opportunity and pedagogically may require it due to its axiomatic nature.

Students’ Ability In Solving Physics Problems on Newtons’ Law of Motion

“…Students often experience difficulties when solving problems related to the dynamics of motion. Some students have difficulty in solving problems related to force (Carson & Rowlands, 2005;Matthews, 2009;Rowlands, Graham, Berry, & McWilliam, 2007) and the concept of acceleration (Coelho, 2010;Tasar, 2010). The results of the study by (Narjaikaew, 2013) showed that some students did not understand the concept of motion and force.…”

Discussion Article: Disciplinary Boundaries for Creativity

“…Nevertheless, the construction of a conceptual understanding of a subject domain, as opposed to the memorisation of rule-of-thumb procedures, manifests the conditions for development towards creativity. For example, the pupil in mechanics who changes her conception of force and motion from what may be described as an Aristotelian notion to a Newtonian one manifests creativity (see Carson & Rowlands, 2005). To think of problems concerning force and motion within possible world contexts of frictionless surfaces or where gravity can be an option, without resorting to casting the problem algebraically, is to think in a creative context.…”

“…or 'Gravity is switched off and I throw a ball in the air. Describe its motion' (see Carson & Rowlands, 2005), has created the conditions for creative development whereby the class uses its imagination but is constrained to think within the domain of the subject. This is elaborated further in the section after next.…”

“…(Kneller, 1965, p. 88) ous if investigation is independent of the theoretical constructs of the relevant domain (such as gene, force, electron, latent heat). Such an investigative approach is a form of what Matthews (1995) describes as sensism (or what Carson and Rowlands, 2005, describe as naïve empiricism). Another example is given by Leach (2001), whereby pupils pose and discuss their own questions entered into a database concerning the cockroach observed in a lab.…”

“…There are many historical examples in science that can serve to contextualize, for pupils, their intuitive notions and to understand fundamentally what science is -that is, to understand the intricate relationship between what is given empirically by Nature, what is derived logically from reason and what has been contributed by the artistic genius of some scientist in the form of a strategic 'convention' of thought (a formula, a model, an idealisation, an analogy, a metaphor or some other conceptual heuristics Carson and Rowlands (2005)). Immersing learners in the relevant problem space structured by the symbolic…”