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(2014) International handbook of research in history, philosophy and science teaching, Dordrecht, Springer.
Thought experiments in science and in science education
Mervi A. Asikainen, Pekka E. Hirvonen
pp. 1235-1256
This chapter will discuss the role of thought experiments in science and in science teaching. The constructive and destructive roles played by thought experiments in the construction of scientific theories can be used in science teaching to help students to understand the processes of science. In addition, they have potential to be used as a teaching tool for developing students' conceptual understanding. The use of thought experiments can also increase students' interest in science and help them in understanding situations beyond their everyday experiences. It has been reported elsewhere that the use of thought experiments in science teaching may be challenging for both teachers and students. Despite the recent increase in research activities with respect to thought experiments in science education, further systematic research work is still needed for the most effective methods to be discovered of how best to use thought experiments in science teaching. Of particular importance will be studies that focus on science teachers' understanding of thought experiments and their actual use in a classroom environment.
Publication details
DOI: 10.1007/978-94-007-7654-8_38
Full citation:
Asikainen, M. A. , Hirvonen, P. E. (2014)., Thought experiments in science and in science education, in M. R. Matthews (ed.), International handbook of research in history, philosophy and science teaching, Dordrecht, Springer, pp. 1235-1256.
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