The paper points out that many students and adults are accustomed to solving problems in physics on the basis of everyday concepts; believing that these concepts are very successful, those students are not interested in concepts offered by science teaching. Furthermore, the teaching physics in terms of mathematical descriptions of problems is too early — students don't see the original problem, so they are not interested in solutions.
One way to avoid these difficulties is M. Wagenschein's proposal of the ‘Exemplary-genetic Method’. This method and its principles are presented and illustrated with examples taken from history. On the basis of this method educational and pedagogical functions of teaching physics are developed.
P.S.: Martin Wagenschein (1896–1989), Professor of physics education at the University of Tübingen, was concerned with finding new methods for successfully teaching science.
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Wagenschein, M.: 1962, Die Pädagogische Dimension der Physik, Westermann, Braunschweig.
Wagenschein, M.: 1965, Ursprüngliches Verstehen und exaktes Denken, Klett, Stuttgart.
Wagenschein, M.: 1968, Verstehen lehren, Beltz, Weinheim.
Wagenschein, M.: 1980, Naturphänomene sehen und verstehen, Klett, Stuttgart.
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Machold, D.K. Is physics worth teaching?. Sci Educ 1, 301–311 (1992). https://doi.org/10.1007/BF00430278
- Science Teaching
- Original Problem
- Teaching Physic
- Mathematical Description
- Pedagogical Function