Abstract
Teaching science, especially physics, is loaded with mathematical formalism and abstractions and visualization and qualitative models are lacking. The defenders of this traditional teaching approach declare that the formal description of nature is the only truly scientific language which is free of contradictions and which should, therefore, be taught from the beginning. In their view, pictures or qualitative models always have drawbacks, are of limited value, and risk leading students to false concepts and misunderstandings.
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© 1992 Springer-Verlag Berlin Heidelberg
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Haertel, H. (1992). Visualization of Concepts in Physics. In: Cunningham, S., Hubbold, R.J. (eds) Interactive Learning Through Visualization. IFIP Series on Computer Graphics. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77263-4_12
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DOI: https://doi.org/10.1007/978-3-642-77263-4_12
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-77265-8
Online ISBN: 978-3-642-77263-4
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