Naturalistic Misunderstanding of the Heisenberg Uncertainty Principle

McKerrow, Kelly; McKerrow, Joan E.

doi:10.2307/1176157

Cited by 5 publications

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“…Many publications have cautioned researchers about the perils of the Hawthorne effect (Adair, Sharpe, & Huynh, 1989) and the Heisenberg uncertainty principle (McKerrow & McKerrow, 1991). The operative metaphors that have characterized researchers' implication in the data collection process have often stressed the notion of the purity of data.…”

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confidence: 99%

The Social Construction of Data: Methodological Problems of Investigating Learning in the Zone of Proximal Development

Smagorinsky

1995

Review of Educational Research

115

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Educational researchers have traditionally drawn on procedures and metaphors from the hard sciences to guide their thinking about methodological issues. One frequently invoked metaphor is that of the purity of data, which a researcher can contaminate through the process of investigation. This article questions the appropriateness of the purity metaphor, using a perspective provided by Vygotsky 's notion of the zone of proximal development (ZPD) and its emphasis on a genetic method in which development is mediated by cultural tools and signs. Methodological problems emerging from this conception of the ZPD-including problems of defining research, identifying an appropriate unit of analysis, considering the relationship between evidence and telos (an optimal sense of development), and accounting for the mediational role of assessment-are reviewed. Finally, the work of Luria (1976) is examined from the neo-Vygotskian perspective developed in this article.

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confidence: 99%

The Social Construction of Data: Methodological Problems of Investigating Learning in the Zone of Proximal Development

Smagorinsky

1995

Review of Educational Research

115

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“…In fact, if we are not concerned about position, the momentum of a particle can be determined with any desirable precision. Because momentump is defined as the product of mass m and velocity v, a precise knowledge of momentum ( p = m*v) implies a precise knowledge of both mass and velocity, contrary to prior publications (Guba & Lincoln, 1982, Lincoln & Guba, 1985McKerrow & McKerrow, 1991).…”

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confidence: 88%

“…Among the notions that may find applications in both the natural and the social sciences are those of indeterminacy, uncertainty, precision, and observerobserved interaction, which were at the center of discussions in physics early in this century. Others reject the applicability of such notions in the social sciences (McKerrow & McKerrow, 1991). Some problems in the interpretations can be directly traced to a misunderstanding of the physical principles involved because social scientists most often use secondary and tertiary sources to learn about these principles.…”

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Heisenberg's uncertainty principle and interpretive research in science education

Roth

1993

J Res Sci Teach

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Within the current methodological debate, notions successful in the natural sciences are rallied by social sciences researchers to support their own methodological approaches. However, problems of understanding the physical principles have often clouded the issue. One such notion under discussion is Heisenberg's uncertainty principle and the derivative notions of indeterminacy, uncertainty, precision, and observer–observed interaction. This article discusses these notions and their applications to social science research. Implications are drawn for research in science education.

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“…Yes, it is true that quantum mechanical leaves are both on the tree and on the ground until observed, but this, like Heisenberg Uncertainty, applies only in the submicroscopic world of the quantum. 7 It does not mean we do not or cannot understand biosynthesis, nuclear decay or breast cancer. Many physical and biological phenomena are very complicated, but this does not imply that they defy understanding.…”

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confidence: 99%

Chaos, complexity and complicatedness: lessons from rocket science

Norman

2011

Medical Education

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Medical Education 2011: 45: 549–559 Context Recently several authors have drawn parallels between educational research and some theories of natural science, in particular complexity theory and chaos theory. The central claim is that both the natural science theories are useful metaphors for education research in that they deal with phenomena that involve many variables interacting in complex, non‐linear and unstable ways, and leading to effects that are neither reproducible nor comprehensible. Methods This paper presents a counter‐argument. I begin by carefully examining the concepts of uncertainty, complexity and chaos, as described in physical science. I distinguish carefully between systems that are, respectively, complex, chaotic and complicated. I demonstrate that complex and chaotic systems have highly specific characteristics that are unlikely to be present in education systems. I then suggest that, in fact, there is ample evidence that human learning can be understood adequately with conventional linear models. Conclusions The implications of these opposing world views are substantial. If education science has the properties of complex or chaotic systems, we should abandon any attempt at control or understanding. However, as I point out, to do so would ignore a number of recent developments in our understanding of learning that hold promise to yield substantial improvements in effectiveness and efficiency of learning.

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Naturalistic Misunderstanding of the Heisenberg Uncertainty Principle

Cited by 5 publications

References 0 publications

The Social Construction of Data: Methodological Problems of Investigating Learning in the Zone of Proximal Development

The Social Construction of Data: Methodological Problems of Investigating Learning in the Zone of Proximal Development

Heisenberg's uncertainty principle and interpretive research in science education

Chaos, complexity and complicatedness: lessons from rocket science

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