Philosophy of physics in general physics courses

Marquit, E.

doi:10.1119/1.11186

Cited by 6 publications

(4 citation statements)

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“…The main objective of the readings and classroom discussions was to make participants aware of alternative philosophical frameworks, besides those present in the textbooks (cf. Marquit 1978) 3 Participants' responses to Research question 1: myths related to nature of science and chemistry education…”

Section: Historical Controversies Discussed In Classmentioning

confidence: 99%

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Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies

Níaz

2007

Sci & Educ

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The objective of this study is to facilitate progressive transitions in chemistry teachers understanding of nature of science in the context of historical controversies. Selected controversies referred to episodes that form part of the chemistry curriculum both at secondary and university freshman level. The study is based on 17 in-service teachers who had registered for an 11-week course on 'Investigation in the teaching of chemistry' as part of their Master's degree program. The course is based on 17 readings drawing on a history and philosophy of science perspective with special reference to controversial episodes in the chemistry curriculum. Course activities included written reports, class room discussions based on participants' presentations, and written exams. Based on the results obtained it is suggested that this study facilitated the following progressive transitions in teachers' understanding of nature of science: (a) Problematic nature of the scientific method, objectivity and the empirical basis of science; (b) Myths associated with respect to the nature of science and teaching chemistry; (c) Science does not develop by appealing to objectivity in an absolute sense, as creativity and presuppositions also play a crucial role; (d) The role of speculation and controversy in the construction of knowledge based on episodes from the chemistry curriculum; (e) How did Bohr confirm his postulates? This goes beyond the treatment in most textbooks; (f) Differentiation between the idealized scientific law and the observations. It is concluded that given the opportunity to reflect, discuss and participate in a series of course activities based on various controversial episodes, teachers' understanding of nature of science can be enhanced.

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Section: Historical Controversies Discussed In Classmentioning

confidence: 99%

“…Interestingly, many science teachers would perhaps argue that nature of science has no place in science courses or textbooks. Marquit (1978) has exposed this fallacy in eloquent terms:…”

Section: Introductionmentioning

confidence: 98%

Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies

Níaz

2007

Sci & Educ

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“…Erwin Marquit a appliqué une perspective dialectique matérialiste pour examiner les bases philosophiques de quelques manuels de physique du niveau universitaire aux Etats-Unis. Selon lui, ces bases sont principalement celles du positivisme logique qui se traduit par l'utilisation et l'interprétation de définitions opérationnelles (Marquit, 1978).…”

Section: L'analyse Des Manuels De Sciencesunclassified

La contribution des manuels de sciences à l’acquisition d’une culture scientifique

Souque¹

2009

rse

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“…Some science teachers and textbook authors may argue that such historical details have no place in science courses or textbooks. Marquit (1978) (p 784) has exposed this fallacy in eloquent terms. 'Textbooks in physics invariably have a philosophical content whether or not the authors are conscious of it, .…”

Section: Introductionmentioning

confidence: 99%

Do general physics textbooks discuss scientists’ ideas about atomic structure? A case in Korea

Níaz¹,

Kwon²,

Kim³

et al. 2012

Phys. Educ.

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Research in science education has recognized the importance of teaching atomic structure within a history and philosophy of science perspective. The objective of this study is to evaluate general physics textbooks published in Korea based on the eight criteria developed in previous research. The result of this study shows that Korean general physics textbooks often lack detail about the history and philosophy of science. This result is quite similar to those published for the USA. Furthermore, chemistry textbooks published in the USA, Turkey and Venezuela are quite similar to the physics textbooks. This is a cause for concern as textbooks present theories as facts and ignore the historical reconstructions based on the development of scientific theories that frequently involve controversies and conflicts among scientists. The inclusion of historical reconstructions of ideas about atomic structure can provide students with a better appreciation of the dynamics of scientific progress.

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Philosophy of physics in general physics courses

Cited by 6 publications

References 0 publications

Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies

Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies

La contribution des manuels de sciences à l’acquisition d’une culture scientifique

Do general physics textbooks discuss scientists’ ideas about atomic structure? A case in Korea

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