TY - JOUR
T1 - Physics teaching in the search for its self
T2 - From physics as a discipline to physics as a discipline-culture
AU - Tseitlin, Michael
AU - Galili, Igal
PY - 2005/7
Y1 - 2005/7
N2 - The crisis in physics education necessitates searching for new relevant meanings of physics knowledge. This paper advocates regarding physics as the dialogue among discipline-cultures, rather than as a cluster of disciplines to be an appropriate subject of science education. In a discipline-culture one can distinguish elements of knowledge as belonging to either (1) central principles and paradigms - nucleus, (2) normal disciplinary area - body of knowledge or (3) rival knowledge of the subject - periphery. It appears that Physics cannot be represented as a simple dynamic wholeness, that is, cannot be arranged in a single tripartite (triadic) structure (this result presents a deconstruction), but incorporates several discipline-cultures. Bound together by family similarity, they maintain a conceptual discourse. Teaching physics as a culture is performed in polyphonic space of different worldviews; in other words, it is performed in a Kontrapunkt. Implications of the tripartite code are suggested with regard to representation of scientific revolutions, individual conceptual change, physics curricula and the typology of students learning science.
AB - The crisis in physics education necessitates searching for new relevant meanings of physics knowledge. This paper advocates regarding physics as the dialogue among discipline-cultures, rather than as a cluster of disciplines to be an appropriate subject of science education. In a discipline-culture one can distinguish elements of knowledge as belonging to either (1) central principles and paradigms - nucleus, (2) normal disciplinary area - body of knowledge or (3) rival knowledge of the subject - periphery. It appears that Physics cannot be represented as a simple dynamic wholeness, that is, cannot be arranged in a single tripartite (triadic) structure (this result presents a deconstruction), but incorporates several discipline-cultures. Bound together by family similarity, they maintain a conceptual discourse. Teaching physics as a culture is performed in polyphonic space of different worldviews; in other words, it is performed in a Kontrapunkt. Implications of the tripartite code are suggested with regard to representation of scientific revolutions, individual conceptual change, physics curricula and the typology of students learning science.
UR - http://www.scopus.com/inward/record.url?scp=23844478177&partnerID=8YFLogxK
U2 - 10.1007/s11191-004-7943-0
DO - 10.1007/s11191-004-7943-0
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:23844478177
SN - 0926-7220
VL - 14
SP - 235
EP - 261
JO - Science and Education
JF - Science and Education
IS - 3-5
ER -