Explanatory concepts in physics: Towards a principled evaluation of teaching materials

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Abstract

The assumption underlying the present paper is that in the ideal world teaching materials should be evaluated with reference to general principles of learning. When such principles are not available, teaching materials should be evaluated using controlled empirical studies. However, the design of the studies should be such as to render the principles more certain. This said, two questions follow for any domain of knowledge: where in the domain uncertainties lie, and by what empirical methods they should be resolved. The present paper asks these questions in relation to the explanatory concepts of physics. It starts by considering what might, given recent research, be taken as a principle, namely that ‘Socratic dialogue’ between pupils facilitates learning. Subjecting the supportive research to methodological review, this paper not only debates the legitimacy of its claims. It also clarifies the methods by which some specific uncertainties might be further explored. In doing this, it draws attention to the long term nature of the evaluative strategy that its working assumption has led to, and asks whether the assumption should be suspended. Arguing that apparent short-cuts are illusory, the paper concludes that it should not.

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