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  1. An instructional model for a radical conceptual change towards quantum mechanics concepts.George Kalkanis, Pandora Hadzidaki & Dimitrios Stavrou - 2003 - Science Education 87 (2):257-280.
    We believe that physics education has to meet today’s requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed atan early stage of physics education. This paper presents part of a project that aims at introducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for (...)
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  • Is Argument for Conservatives? or Where Do Sparkling New Ideas Come From?Sharon Bailin - 2003 - Informal Logic 23 (1).
    Rorty claims argument is inherently conservative and philosophical progress comes from "sparkling new ideas," not argument. This assumes an untenable opposition between the generation and the evaluation of ideas, with argument relegated to evaluation. New ideas that contribute to progress arise from critical reflection on problems posed by the tradition, and constrained by the criteria governing evaluation. Thinking directed toward the criticism and evaluation of ideas or products is not algorithmic; it has a generative, creative component. An overall assessment in (...)
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  • Quine on theory and language.Nobuharu Tanji - 1989 - British Journal for the Philosophy of Science 40 (2):233-247.
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