外文文献：力学的范式变化：物理教育历史进程的启示.pdfVIP

Science Education 1, 71-76, 1992. 71 9 1992Kluwer Academic Publishers. Printed in the Netherlands. The Paradigmatic Change in Mechanics: Implications of Historical Processes for Physics Education* H O R S T P. S C H E C K E R Institute of Physics Education, University of Bremen, D-2800 Bremen, Germany ABSTRACT: Analysingthe paradigmatic shift from Peripateticto Galileanphysicscan help to understand students difficultiesin learning Newtonian mechanics. This article promotes the use of historical texts in physics teaching as a means to support students in becoming aware of the structural differences between everyday life and scientificviews of the world. The question is: Does conceptual change require paradigmatic change? INTRODUCTION Students difficulties in learning Newtonian concepts of mechanics have been widely analysed and described (McDermott 1984). The findings sug- gest that their understanding of velocity, acceleration or force is gov- erned by pre-instructional beliefs and ideas. Physics instruction enriches these ideas by fragmented formal knowledge (like F = m * a), but does not affect the fundamental qualitative structures of the students cognitive systems. They adhere to the idea that motion needs the constant action of a force in its direction. The resistance of common-sense mechanics to change is partly due to its successful application in everyday communi- cation about motion and force, Parallels between the students views and historical steps in the develop- ment of scientific ideas about mechanics were e.g. drawn by Whitaker (1983) and Clement (1982). Thomas S. Kuhns epistemological conc