Thought Experiments In the Theory of Relativity and In Quantum Mechanics: Their Presence In Textbooks and In Popular Science Books (original) (raw)
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This work presents a qualitative study designed to investigate to what extent Thought Experiments (TEs) can be used effectively in teaching basic concepts of physics theories of the 20th century to students in the upper secondary education. Three TEs were selected for the needs of this work. (i) The TE known as Einstein’s Elevator was used to teach concepts regarding the principle of equivalence. (ii) The TE known as Einstein’s Train was used to teach the consequences of the constancy of the speed of light to concepts of time and space. (iii) The TE known as Heisenberg’s Microscope was used to teach concepts regarding the uncertainty principle. These TEs were selected in the form they are presented by distinguished scientists (Einstein, Landau and Gamow) in physics books addressed to the public. The findings of this study reveal that the use of TEs in the classroom may help students mentally arrive at situations that considerably exceed their everyday experience. This step is crucia...
An analysis of thought experiments in the history of physics and implications for physics teaching
In this study, we analyzed the thinking processes and backgrounds of some typical thought experiments in the history of physics, including Galileo's free falling, Leibniz's vis viva, Newton's bucket, and Schödinger's cat. Based on this analysis, we constructed a thinking process diagram of a thought experiment, and illustrated three functions of thought experiment: (1) falsifying existing knowledge, (2) manifesting existing knowledge, and (3) inventing new knowledge. We further summarized five characteristics of thought experiments as follows: (1) thought experiments start from well-known and familiar existing knowledge, (2) no empirical data is required, (3) logical inference plays an important role in drawing the result, (4) ideal conditions are necessarily involved, and (5) thought experiments are frequently used for making clear or sharing the meanings of disputed knowledge. A model of a teaching sequence for thought experiments is suggested.
On the limitations of thought experiments in physics and the consequences for physics teaching
Aps Four Corners Section Meeting Abstracts, 2002
Thought experiments (TEs) play a central role in physics. We suggest that erroneous TEs may be as important as correct TEs, and that both have a special role in an ongoing process of conceptual refinement for physicists and for naive physics learners. We analyze TEs related to stellar evolution and general relativity made by Schwarzschild, Eddington, Landau, and Einstein. We identify the stages at which crucial errors are done in these TEs, and the cognitive processes which lead to these errors. We argue that necessary conditions for a successful TE (i.e., a TE which leads to correct conclusions) are self-consistency and comprehensiveness of the relevant picture of the world. We show that the TEs by expert physicists and TEs by students are similar on a metacognitive level, but different in details. Students' erroneous reasoning occur in all stages of a TE, whereas physicists usually make errors in the first two stages of TEs. Then we bring evidence that TEs are more prone to errors than laboratory experiments. Next we discuss the implications for naive physics learners, and make suggestion for using TEs in physics education.
The Nature and Role of Thought Experiments in Solving Conceptual Physics Problems
Science & Education, 2013
All involved with Science & Education journal are concerned to improve school and university science education by publishing substantial research that utilises historical, philosophical and sociological scholarship. The journal promotes the engagement of these fields with theoretical, curricular and pedagogical issues in science education. It has a particular interest in bringing these fields of knowledge into teacher-education programmes. The journal welcomes contributions that examine and extend the liberal or humanistic tradition of science teaching. It welcomes serious cross-disciplinary approaches to theoretical, curricular and pedagogical issues. It seeks to promote discussion of the philosophy and purposes of science education, and its contribution to the intellectual and ethical development of individuals and cultures. In this latter endeavour it recognises that many of the major decisions facing science teachers, curriculum writers and administrators have their roots and solutions in fundamental philosophy of education.
Thought experiments in physics education: A simple and practical example
Science & Education, 2001
Thought experiments play a vital role in scientific argumentation. However, implications for pedagogy are generally neglected. In this article, a Galilean thought experiment is used to enhance learning in a college-level physical science course. Both modern and historical ...
Do Physics Textbooks Present the Ideas of Thought Experiments?: A Case in Indonesia
Jurnal Pendidikan IPA Indonesia
This study sought to check and evaluate whether or not thought experiments presented in the Indonesian physics textbooks can be used as tools to transfer scientific knowledge. This was a descriptive study using Indonesian physics textbooks as the primary sources of data. In this study, we analyzed thirty (30) physics textbooks from Grades 10 to 12 which are widely used both by teachers and students. The results showed that majority of physics textbooks did not mention about thought experiments. Only 6 physics textbooks presented thought experiments at a satisfactory level. The number of physics textbooks that described thought experiments in fair and poor levels are 9 and 5 respectively. The study concludes that Indonesian physics textbooks published from 2009 to 2017 generally lack thought experiments. Many authors of these Indonesian physics textbooks ignored or inadequately present thought experiments. Moreover, 70% of thought experiments mentioned in the physics textbooks were i...