Abstract
In this article, we briefly review and illustrate the evolution of reasoning modes in science, from the pre-modern to the modern era, with particular reference to physics. This can help students demarcate explanations that are unacceptable in modern science from those that are possible explanations subject to experimental confirmation. The discussion bears directly on some common learning pitfalls in physics.
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Acknowledgement
This article draws on the content of the slides used in the talks given by one of us (Arvind Kumar) at TIFR on 5.9.2021 and at IUCAA TLC on 30.4.2022. We thank the reviewer for bringing the work in reference [2] to our attention. The work was carried out under the NIUS programme of HBCSE (TIFR). We acknowledge the support of the Goverment of India, Department of Atomic Energy under Project Identification No. RTI4001.
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K K Mashood is a faculty member at the Homi Bhabha Centre for Science Education (TIFR). His interests are in physics education research and cognitive science.
Anwesh Mazumdar is a faculty member at the Homi Bhabha Centre for Science Education (TIFR). His research interests include stellar astrophysics and physics education.
Arvind Kumar was a faculty member at the Homi Bhabha Centre for Science Education (TIFR) till his retirement in 2008. His main interests are theoretical physics and physics education.
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Mashood, K.K., Mazumdar, A. & Kumar, A. Reasoning and Explanation in Physics - I. Reson 28, 1049–1064 (2023). https://doi.org/10.1007/s12045-023-1636-y
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DOI: https://doi.org/10.1007/s12045-023-1636-y