Philosophy of Physics: Its Significance for Teaching and Learning

Abstract

We examine the nature of the philosophy of physics, what it is, why it is important, and its contributions to improving physics teaching and learning. It highlights problems in physics education culture that neglects philosophy, and surveys the relationship philosophy and physics, including skeptical voices against its use. It also introduces for the first time the academic sub-discipline philosophy of physics into the education research literature, providing comments on topics and books to help orientate instructors wishing to integrate themes into curriculum and instruction. Both philosophy and physics have an extensive history going back to Ancient Greece, and whose mutual interaction during the Copernican revolution forced a major upheaval in Western thought. Their association has continued to the present, especially with the revolutionary shifts caused by relativity and quantum mechanics, resulting in a reexamination of the foundations of physics (causation, measurement, space and time, field theories, etc.). That instructors should be more cognizant of the mutual historical and metaphysical developments in both fields to enrich instruction and enhance understanding (e.g., use of history and philosophy of science) has previously been praised but continues to be marginalized in physics education. PER is canvassed presenting case studies using learning theories and instructional strategies to support critical thinking.