Abstract
Abstract
This paper argues that the simplifying idealisations assumed in making complex science tractable should be identified and discussed before model-building. It is suggested that alternative conceptions can persist, and learning difficulties arise for students when they do not adequately understand these idealisations. We argue that explicitly addressing idealisations for a particular physical phenomenon can ease students’ conceptual understanding. A theoretical framework for identifying and reflecting idealisations is introduced based on epistemological considerations from science philosophy. The thin lens approximation of geometric optics, a common topic taught in the introductory classroom, is used as an archetypal illustration.
Subject
General Physics and Astronomy,Education
Cited by
1 articles.
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1. The eye caustic of a ball lens;European Journal of Physics;2024-05-10