Heisemberg´s thought experience_gamma micoscopie
1
The Heisenberg Microscope: A Powerful Instructional Tool for Promoting Meta-Cognitive and Meta-Scientific Thinking on Quantum Mechanics and the ÔNature of ScienceÕ PANDORA HADZIDAKI Department of Methodology, History and Theory of Science, University of Athens, Athens, 15771, Greece (E-mail: [email protected]) Abstract In this paper, we present a multi-dimensional study concerning HeisenbergÕs Ôgamma ray microscopeÕ, a thought experiment, which is intimately connected with the historical development of quantum mechanics (QM), and also with the most disputed interpretations of quantum theory. In this study: (a) we investigate how philosophers of science read and explicate the function of thought experimentation in physical science; (b) in the light of relevant philosophical theories, we examine the complicated epistemological questions raised by the Ôgamma-ray microscopeÕ during the birth-process of QM and the contribution of this thought experiment to the clarification of the physical meaning of HeisenbergÕs indeterminacy relations; (c) on the basis of the preceding analysis, we propose an instructional intervention, which aims at leading learners not only to an essential understanding of QM worldview, but to a deep insight into the Nature of Science as well. Key words: thought experiments in science and education, philosophical readings of thought experimentation in physical science, quantum mechanics teaching and learning, explicit highly contextualized NOS instruction 1 General Instructional Aims The wider project, in which the present study is embedded, attempts to lay the theoretical foundations of an instructional approach to quantum mechanics (QM) with twofold purposes (Hadzidaki 2003): (I) The instructional use of material drawn from the domains of history and philosophy of science are expected to facilitate conceptual change towards a qualitative understanding of QM. A primarily qualitative 1 but epistemologically well-founded instructional approach to QM will allow learners who do not have the mathematical background for a literal learning of QM, and students at an early stage of physics edu- Science & Education (2008) 17:613–639 Ó Springer 2006 DOI 10.1007/s11191-006-9057-3
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Heisemberg´s thought experience_gamma micoscopie.pdf
Transcript of Heisemberg´s thought experience_gamma micoscopie
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The Heisenberg Microscope: A Powerful
Instructional Tool for Promoting Meta-Cognitive
and Meta-Scientic Thinking on Quantum
Mechanics and the Nature of Science
PANDORA HADZIDAKIDepartment of Methodology, History and Theory of Science, University of Athens, Athens,
15771, Greece (E-mail: [email protected])
Abstract In this paper, we present a multi-dimensional study concerning Heisenbergs gammaray microscope, a thought experiment, which is intimately connected with the historicaldevelopment of quantum mechanics (QM), and also with the most disputed interpretations ofquantum theory. In this study: (a) we investigate how philosophers of science read andexplicate the function of thought experimentation in physical science; (b) in the light of
relevant philosophical theories, we examine the complicated epistemological questions raisedby the gamma-ray microscope during the birth-process of QM and the contribution of thisthought experiment to the clarication of the physical meaning of Heisenbergs indeterminacyrelations; (c) on the basis of the preceding analysis, we propose an instructional intervention,which aims at leading learners not only to an essential understanding of QM worldview, but toa deep insight into the Nature of Science as well.
Key words: thought experiments in science and education, philosophical readings of thoughtexperimentation in physical science, quantum mechanics teaching and learning, explicit highlycontextualized NOS instruction
1 General Instructional Aims
The wider project, in which the present study is embedded, attempts to laythe theoretical foundations of an instructional approach to quantummechanics (QM) with twofold purposes (Hadzidaki 2003):
(I) The instructional use of material drawn from the domains of historyand philosophy of science are expected to facilitate conceptual changetowards a qualitative understanding of QM. A primarily qualitative 1
but epistemologically well-founded instructional approach to QM willallow learners who do not have the mathematical background for aliteral learning of QM, and students at an early stage of physics edu-
Science & Education (2008) 17:613639 Springer 2006DOI 10.1007/s11191-006-9057-3
