Historical Scientific Models and Theories as Resources for Learning and Teaching: The Case of Friction.
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| Title: | Historical Scientific Models and Theories as Resources for Learning and Teaching: The Case of Friction. |
|---|---|
| Authors: | Besson, Ugo1 ugo.besson@unipv.it |
| Source: | Science & Education. May2013, Vol. 22 Issue 5, p1001-1042. 42p. 6 Black and White Photographs, 1 Illustration, 12 Diagrams, 1 Chart, 5 Graphs. |
| Subject Terms: | *Science education, *Science students, *Learning, *Textbooks, Friction |
| Abstract: | This paper presents a history of research and theories on sliding friction between solids. This history is divided into four phases: from Leonardo da Vinci to Coulomb and the establishment of classical laws of friction; the theories of lubrication and the Tomlinson's theory of friction (1850-1930); the theories of wear, the Bowden and Tabor's synthesis and the birth of Tribology (1930-1980); nanotribology, friction at the atomic scale, and new fields of research (after 1980). Attention is given to recent research, so giving the sense of a topic that is still alive and currently an object of interest, with interpretative controversies. The development of explanatory and visual models is especially stressed, in connection with students' common ideas and with didactic purposes. The history shows that many models proposed in the past have been modified but not abandoned, so that here the scientific evolution has worked more by adding than by eliminating. The last sections discuss problems and proposals on teaching friction and the possible uses in teaching of models, images and theories found in history. Concerning the role of the history in science teaching, the case of friction has particular features, because some recent developments are unknown to most teachers and many results, also not very recent, contrast with the laws usually proposed in textbooks. Here history can supply a number of models, examples and experiments which can constitute useful resources to improve student understanding, joining together objectives of cultural value and of better scientific knowledge. [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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 87609756 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Historical Scientific Models and Theories as Resources for Learning and Teaching: The Case of Friction. – 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>. May2013, Vol. 22 Issue 5, p1001-1042. 42p. 6 Black and White Photographs, 1 Illustration, 12 Diagrams, 1 Chart, 5 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Friction%22">Friction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper presents a history of research and theories on sliding friction between solids. This history is divided into four phases: from Leonardo da Vinci to Coulomb and the establishment of classical laws of friction; the theories of lubrication and the Tomlinson's theory of friction (1850-1930); the theories of wear, the Bowden and Tabor's synthesis and the birth of Tribology (1930-1980); nanotribology, friction at the atomic scale, and new fields of research (after 1980). Attention is given to recent research, so giving the sense of a topic that is still alive and currently an object of interest, with interpretative controversies. The development of explanatory and visual models is especially stressed, in connection with students' common ideas and with didactic purposes. The history shows that many models proposed in the past have been modified but not abandoned, so that here the scientific evolution has worked more by adding than by eliminating. The last sections discuss problems and proposals on teaching friction and the possible uses in teaching of models, images and theories found in history. Concerning the role of the history in science teaching, the case of friction has particular features, because some recent developments are unknown to most teachers and many results, also not very recent, contrast with the laws usually proposed in textbooks. Here history can supply a number of models, examples and experiments which can constitute useful resources to improve student understanding, joining together objectives of cultural value and of better scientific knowledge. [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=87609756 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-012-9502-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 42 StartPage: 1001 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Science students Type: general – SubjectFull: Learning Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Friction Type: general Titles: – TitleFull: Historical Scientific Models and Theories as Resources for Learning and Teaching: The Case of Friction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Besson, Ugo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 22 – Type: issue Value: 5 Titles: – TitleFull: Science & Education Type: main |
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