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The way by which ancient Greek philosophers came to the concept of atom is presented. The concept of atom, a great creation of the human mind, gave a direct, modern-like explanation of the world, at times in which the huge amount of experimental and theoretical information of today was not available. This lack proved not an impossible obstacle for ancient Greek atomistic philosophers. The continuous regeneration, which makes Nature seem eternal, the physiology of nourishment, the orderly growth and decay of humans, animals and plants, the spreading of a sent, the evaporation and condensation of water, the wearing out of a pavement by the steps of passers-by etc., led philosophers to the concept of atoms. Similar experiences can be appealed to in teaching the concept today. Nevertheless, the concept of atom was not conceived in the same way in all ancient philosophical schools. The struggle to understand Nature, brought forth brilliant ideas and intuitions, which are directly connected to modern aspects of atomic theory, like the atomicity of time and the symmetries of the world of elementary particles. Teachers today can, with benefit to their students, retrace the ancient steps to atomic theory. 相似文献
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This is a study of the structure of ‘The Blegdamsvej Faust’ and its relation to Goethe's classical play Faust. The ‘Blegdamsvej Faust’, a play written and performed by Bohr's students in 1932, is inspired by the very rapid development of Physics in those turbulent years. A struggle is made to promote the odd idea of a weightless particle. Moreover, this study lays emphasis on the fact that new ideas of Physical Sciences become more accessible, comprehensible and familiar through dramatization. For scenario-vehicles one may use as a basis plays from the classical repertoire or write something new. Several hints are given in this article. 相似文献
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Panagiotis Pantidos Konstantinos Ravanis Kostas Valakas Evangelos Vitoratos 《Science & Education》2014,23(3):621-642
This study examines how focusing on the notion of ‘poeticality’ (poetical forms) can provide functional insights with respect to the narrativeness of physics teaching. From this perspective, through both a meaning-making and aesthetic approach, this article explores how vehicles such as verse and rhetorical figures—metaphor, irony, litotes, hyperbole, antithesis and paradox—can create written and oral texts for the teaching of physics, using a language with poetic significance. This standpoint exists in parallel with an increasingly acknowledged fact in the field of science education, i.e., that the context and particularly the modes of representation potentially affect students’ comprehension. In this way, science education is allowed to escape the dominance of the cognitive paradigm and to concentrate on the study of students’ conceptualisations in relation to the modalities used to shape meanings. 相似文献
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