Generative Role of Experiments in Physics and in Teaching Physics: A Suggestion for Epistemological Reconstruction

Y

24

Physics; Epistemology; Science Education; Teaching Methods; Experiments; Science Teachers; Science Instruction; History; Learning; Literature

10.1007/s11191-005-3199-6

0926-7220

In physics teaching experimentality is an integral component in giving the starting point of knowledge formation and conceptualization. However, epistemology of experiments is not often addressed directly in the educational and pedagogical literature. This warrants an attempt to produce an acceptable reconstruction of the epistemological role of experiments in physics by drawing insight from history and philosophy of physics. Towards that end, the experiments' role in the 19th-century physics is discussed. We propose here a reconstruction, which is based on the idea that in epistemology of experiments the inductive-like "generative justification of knowledge" is central. A generative view makes it possible to retain those aspects of experiments which make them purposeful for learning and can give a starting point for students' own construction of knowledge. The reconstruction also helps to conceive the experiments with their correct historical role and helps to bring back the generative use of experiments in teaching, which, after all, has never vanished from the practice of physics.

As Provided

72

2011

EJ924910