‘Quantum Mechanics’ and ‘Scientific Explanation’ An Explanatory Strategy Aiming at Providing ‘Understanding’
Empirical studies persistently indicate that the usual explanatory strategies used in quantum mechanics (QM) instruction fail, in general, to yield understanding. In this study, we propose an instructional intervention, which: (a) incorporates into its subject matter a critical comparison of QM scie...
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| Published in | Science & education Vol. 17; no. 1; pp. 49 - 73 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.01.2008
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0926-7220 1573-1901 |
| DOI | 10.1007/s11191-006-9052-8 |
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| Abstract | Empirical studies persistently indicate that the usual explanatory strategies used in quantum mechanics (QM) instruction fail, in general, to yield understanding. In this study, we propose an instructional intervention, which: (a) incorporates into its subject matter a critical comparison of QM scientific content with the fundamental epistemological and ontological commitments of the prominent philosophical theories of explanation, a weak form of which we meet in QM teaching; (b) illuminates the reasons of their failure in the quantum domain; and (c) implements an explanatory strategy highly inspired by the epistemological pathways through which, during the birth-process of QM, science has gradually reached understanding. This strategy, an inherent element of which is the
meta-cognitive
and
meta-scientific
thinking, aims at leading learners not only to an essential understanding of QM worldview, but to a deep insight into the ‘Nature of Science’ as well. |
|---|---|
| AbstractList | Empirical studies persistently indicate that the usual explanatory strategies used in quantum mechanics (QM) instruction fail, in general, to yield understanding. In this study, we propose an instructional intervention, which: (a) incorporates into its subject matter a critical comparison of QM scientific content with the fundamental epistemological and ontological commitments of the prominent philosophical theories of explanation, a weak form of which we meet in QM teaching; (b) illuminates the reasons of their failure in the quantum domain; and (c) implements an explanatory strategy highly inspired by the epistemological pathways through which, during the birth-process of QM, science has gradually reached understanding. This strategy, an inherent element of which is the
meta-cognitive
and
meta-scientific
thinking, aims at leading learners not only to an essential understanding of QM worldview, but to a deep insight into the ‘Nature of Science’ as well. |
| Author | Hadzidaki, Pandora |
| Author_xml | – sequence: 1 givenname: Pandora surname: Hadzidaki fullname: Hadzidaki, Pandora email: hadzidaki@otenet.gr organization: Department of Methodology, History and Theory of Science, University of Athens |
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| CitedBy_id | crossref_primary_10_1007_s11191_012_9493_1 crossref_primary_10_1007_s11191_018_9963_1 crossref_primary_10_1080_1045988X_2014_903463 crossref_primary_10_1088_0031_9120_49_6_678 crossref_primary_10_1007_s11191_016_9806_x crossref_primary_10_1039_C4RP00006D crossref_primary_10_1002_sce_21447 crossref_primary_10_1088_0031_9120_51_5_055009 |
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| Keywords | explicit highly-contextualized NOS instruction conceptual change scientific explanation quantum mechanics instruction |
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| Title | ‘Quantum Mechanics’ and ‘Scientific Explanation’ An Explanatory Strategy Aiming at Providing ‘Understanding’ |
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