Calculating and Understanding: Formal Models and Causal Explanations in Science, Common Reasoning and Physics Teaching.
Saved in:
| Title: | Calculating and Understanding: Formal Models and Causal Explanations in Science, Common Reasoning and Physics Teaching. |
|---|---|
| Authors: | Besson, Ugo1 ugo.besson@unipv.it |
| Source: | Science & Education. Mar2010, Vol. 19 Issue 3, p225-257. 33p. 9 Diagrams. |
| Subject Terms: | *Reasoning, *Physics education, *Science education, *Teaching, *Learning, *Education research, Logic, Philosophers, Scientists |
| Abstract: | This paper presents an analysis of the different types of reasoning and physical explanation used in science, common thought, and physics teaching. It then reflects on the learning difficulties connected with these various approaches, and suggests some possible didactic strategies. Although causal reasoning occurs very frequently in common thought and daily life, it has long been the subject of debate and criticism among philosophers and scientists. In this paper, I begin by providing a description of some general tendencies of common reasoning that have been identified by didactic research. Thereafter, I briefly discuss the role of causality in science, as well as some different types of explanation employed in the field of physics. I then present some results of a study examining the causal reasoning used by students in solid and fluid mechanics. The differences found between the types of reasoning typical of common thought and those usually proposed during instruction can create learning difficulties and impede student motivation. Many students do not seem satisfied by the mere application of formal laws and functional relations. Instead, they express the need for a causal explanation, a mechanism that allows them to understand how a state of affairs has come about. I discuss few didactic strategies aimed at overcoming these problems, and describe, in general terms, two examples of mechanics teaching sequences which were developed and tested in different contexts. The paper ends with a reflection on the possible role to be played in physics learning by intuitive and imaginative thought, and the use of simple explanatory models based on physical analogies and causal mechanisms. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 47817274 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Calculating and Understanding: Formal Models and Causal Explanations in Science, Common Reasoning and Physics Teaching. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Besson%2C+Ugo%22">Besson, Ugo</searchLink><relatesTo>1</relatesTo><i> ugo.besson@unipv.it</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Mar2010, Vol. 19 Issue 3, p225-257. 33p. 9 Diagrams. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Logic%22">Logic</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophers%22">Philosophers</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper presents an analysis of the different types of reasoning and physical explanation used in science, common thought, and physics teaching. It then reflects on the learning difficulties connected with these various approaches, and suggests some possible didactic strategies. Although causal reasoning occurs very frequently in common thought and daily life, it has long been the subject of debate and criticism among philosophers and scientists. In this paper, I begin by providing a description of some general tendencies of common reasoning that have been identified by didactic research. Thereafter, I briefly discuss the role of causality in science, as well as some different types of explanation employed in the field of physics. I then present some results of a study examining the causal reasoning used by students in solid and fluid mechanics. The differences found between the types of reasoning typical of common thought and those usually proposed during instruction can create learning difficulties and impede student motivation. Many students do not seem satisfied by the mere application of formal laws and functional relations. Instead, they express the need for a causal explanation, a mechanism that allows them to understand how a state of affairs has come about. I discuss few didactic strategies aimed at overcoming these problems, and describe, in general terms, two examples of mechanics teaching sequences which were developed and tested in different contexts. The paper ends with a reflection on the possible role to be played in physics learning by intuitive and imaginative thought, and the use of simple explanatory models based on physical analogies and causal mechanisms. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=47817274 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-009-9203-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 225 Subjects: – SubjectFull: Reasoning Type: general – SubjectFull: Physics education Type: general – SubjectFull: Science education Type: general – SubjectFull: Teaching Type: general – SubjectFull: Learning Type: general – SubjectFull: Education research Type: general – SubjectFull: Logic Type: general – SubjectFull: Philosophers Type: general – SubjectFull: Scientists Type: general Titles: – TitleFull: Calculating and Understanding: Formal Models and Causal Explanations in Science, Common Reasoning and Physics Teaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Besson, Ugo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Science & Education Type: main |
| ResultId | 1 |
