Physics, Philosophy, and Education
The proper teaching of science in general, and physics in particular, requires an understanding of the philosophical basis of science. Such a basis was established in the 1920s and 1930s by the scientists and philosophers of the Vienna Circle, only to be cast aside by the remarkable influence of Thomas Kuhn’s The Structure of Scientific Revolutions. Even scientists who should know better are waiting breathlessly for the next revolution that will replace atoms with something that will allow them to fly to the stars.
KeywordsClay Logical Positivism Gravel Compressibility Alan
Unable to display preview. Download preview PDF.
- Beyerchen, A., 1977, Scientists Under Hitler ,Yale Univ. Press, New Haven.Google Scholar
- Camap, R., 1966, Philosophical Foundations of Physics ,Basic Books, New York.Google Scholar
- Cromer, A., 1993, Uncommon Sense: The Heretical Nature of Science ,Oxford, New York.Google Scholar
- Cromer, A., 1995, “The Many Oscillations of a Rigid Rod,” Am. J. Phys ,63, in print.Google Scholar
- Kay, A., 1991, “Computers, Networks and Education,” Scientific American ,Sept., 138–148.Google Scholar
- Kuhn, T., 1970, The Structure of Scientific Revolutions ,2nd ed., Univ. of Chicago Press, Chicago.Google Scholar
- Raymo, C., 1993, “To the Know-it-alls: Baloney,” Boston Globe ,Aug. 2, 26.Google Scholar
- Swartz, C., 1993, “Old Educators’ Tales,” Physics Teacher ,31, 268.Google Scholar
- Yager, R. T., 1991, “The Constructivist Learning Model,” Science Teacher ,Sept., 52–57.Google Scholar