Computing Methodologies -- Artificial Intelligence.

Early in 1926 Erwin Schrodinger presented his famous theory of wave mechanics to account for atomic phenomena. It is often assumed that Schrodinger’s work reflected a realist philosophy. In this article, I will argue that this assumption is incorrect.

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 (...) a reform of science education along the aforementioned line. The investigation of teacher–learners’ (t-ls’) initial knowledge indicated that their main misconceptions appear to be the result of their pre-/in university traditional instruction, which causes the overlapping/mix-up of the conceptual frameworks of Classical Physics (CP) and QM. Assuming that these misconceptions form by nature epistemological obstacles to the acquisition of QM knowledge, the educational strategy proposed here aims at leading t-ls to form a conceptual structure that includes CP and QM as two totally independent conceptual systems. Accepting, furthermore, that the complete distinction of these systems demands a radical reconstruction of t-ls’ initial knowledge, we present here an instructional model that bases the required reconstruction on the juxtaposition of two models that constitute the signal point of twentieth century’s “paradigm shift”: (a) Bohr’s semiclassical atom model, and (b) the model of the atom accepted by modern physics theory. (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)