The correspondence between Leibniz and Samuel Clarke was probably the most famous and influential philosophical exchange of the eighteenth century. It focused on the clash between the Newtonian and Leibnizian world systems, involving disputes in physics, theology, and metaphysics. Vailati's book provides a comprehensive overview and commentary on this important body of letters. He not only identifies and evaluates the various arguments, but situates the views advanced by the correspondence in the context of their principal writings.

Entropy is often introduced to students through the use of the disorder metaphor. However, many weaknesses and limitations of this metaphor have been identified, and it has therefore been argued that it is more harmful than useful in teaching. For instance, under the influence of the disorder metaphor, students tend to focus on spatial configuration with regard to entropy but disregard the role of energy, which may lead their intuition astray in problem solving. Albeit so, a review of research of (...) students’ ideas about entropy in relation to the disorder metaphor shows that students can use the metaphor in developing a more nuanced, complex view of the concept, by connecting entropy as disorder to other concepts such as microstates and spreading. The disorder metaphor—in combination with other explanatory approaches—can be used as a resource for learning, in giving students an early flavour of what entropy means, so long as we acknowledge its limitations; we can put this “bad” metaphor to good use in teaching. (shrink)

The paper provides an overview of the studies on teaching/learning special relativity carried out in physics education research. The purpose of the overview is to (i) show the main research strands or dimensions (namely, conceptual change, curriculum design and teacher education) on which the problem of improving teaching/learning of special relativity has been projected in order to be studied, (ii) present, within each strand, the results that can be considered stable and/or reflective of our most current understanding, along with the (...) issues that remain unresolved and (iii) highlight the roles ascribed to history and philosophy of physics in the specific research domain which concerns teaching/learning special relativity. (shrink)