By Joan Solomon
This paintings considers different meanings of power and its results upon language and character. It highlights, via more than a few sensible examples, the problems of training the idea that of "energy" and ways that it may be on the topic of the standard international and college physics. ebook disguise; identify; Contents; Preface; normal wisdom approximately strength; faculties of suggestion on kid's Notions; kid's principles on power; proof from conversing; studying as an Extension of normal realizing; The Formal area of clinical wisdom; instructing approximately Conservation; The Social makes use of of power; The Defining applied sciences of strength; References; Index
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Extra resources for Getting to know about energy : in school and society
This time the results showed a higher rate of success than in the pictorial question. This seemed at first to be a curious result. Should it not have been the case that thinking about everyday events was easier than thinking about abstract ones? It was not an isolated effect. About the same time there was a substantial doctoral thesis by Leon Pines at Cornell University in which he interviewed a large number of elementary school pupils about seeds, Hving, electricity, and energy. ) Then he devised a teaching scheme, on cassette, in order to correct these concepts which were, in his own words, ‘riddled with misconceptions’.
Pines’ conclusion was that the children’s notions were far from being a coherent, quasi-scientific scheme. ’ Doctoral students are expected to systemize their data and divide it into neat illuminating categories, but this proved to be extraordinarily difficult with the wealth of vivid material he had collected. In frustration Pines wrote: It is true that specific responses can be categorized but almost any child will exhibit responses characteristic of many categories, irrespective of the category system used.
It was what Thomas Kuhn had referred to as a ‘paradigm shift’. If all students’ observations were coloured by the theories that they held, then ‘conceptual change’ to a system based on totally new concepts and meanings might be hard to achieve, especially if the context continued to remind them of more familiar ways of knowing. There was a brief flurry of theoretical interest in studies of how people change their opinions. In particular these theorists argued about producing an essential ‘cognitive dissonance’ which might lead to change (Festinger, 1950).
Getting to know about energy : in school and society by Joan Solomon