附註:Includes bibliographical references (pages 215-223) and index.
Cover -- Table of Contents -- ACKNOWLEDGMENTS -- ABOUT THE AUTHOR -- PREFACE -- INTRODUCTION -- PART ONE -- THE MAIN LINES -- CHAPTER 1 / Physics: what is essential, what is natural? -- 1. The Essential: abstraction and coherence -- 2. Common Ways of Thinking in Physics -- 3. Taking "Wrong Ideas" Seriously -- 4. Areas of Physics and Units of Common Knowledge: do they coincide? -- 5. What To Do in Teaching? -- CHAPTER 2 / A Trend in Reasoning: materialising the objects of physics -- 1. The Essential in Physics: constructed concepts -- 2. Common Forms of Reasoning in Elementary Optics -- 3. Conclusion -- APPENDIX 1. Research in Didactics and the New French Syllabus: Convergences -- APPENDIX 2. Excerpt from the Accompanying Document for the French Syllabus at Grade 8, implemented in 1993 -- CHAPTER 3 / The Real World: intrinsic quantities -- 1. The Essential: defining a frame of reference -- 2. Questions: fishes, parachutists and moving walkways -- 3. When Drag Disappears -- 4. Considering Non Intrinsic Quantities: a teaching goal -- CHAPTER 4 / The Essential: laws for quantities "at time t" -- 1. Introduction -- 2. Analysing the Motion of Material Objects: usual ways of reasoning -- 3. An Interpretation ofCommon Ways of Reasoning in Dynamics -- 4. Coherence and Range of Common Ways of Reasoning in Dynamics -- 5. The Stakes in Teaching Dynamics -- APPENDIX 1. A Cause Situated in the Past: propulsion by a spring -- APPENDIX 2. When the Past Leaves its Mark -- APPENDIX 3. Analysing Interactions: two situations -- APPENDIX 4. Excerpts from Official Instructions on the Curriculum For Grades 9 and 11 (Science Section) -- CHAPTER 5 / Quasistatic or Causal Changes in Systems -- 1. The Essential: systems that obey simple laws -- 2. Natural Reasoning: more stories -- 3. Systems with a Clear Spatial Structure -- 4. Systems with No Clear Spatial Structure: examples from thermodynamics -- 5. Linear Causal Reasoning and Quasistatic Approaches: irremediable differences -- PART TW
摘要:For a meaningful understanding of physics, it is necessary to realise that this corpus of knowledge operates in a register different from natural thought. This book aims at situating the main trends of common reasoning in physics with respect to some essential aspects of accepted theory. It analyses a great many research results based on studies of pupils and students at various academic levels, involving a range of physical situations. It shows the impressive generality of the trends of common thought, as well as their resistance to teaching. The book's main focus is to underline to what extent natural thought is organised. As a result of this mapping out of trends of reasoning, some suggestions for teaching are presented; these have already influenced recent curricula in France. This book is intended for teachers and teacher trainers principally, but students can also benefit from it to improve their understanding of physics and of their own ways of reasoning.
