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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article 1
(Dec., 2005) Shu-Chiu LIU From geocentric to heliocentric model of the universe, and the alternative perspectives
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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article 1
(Dec., 2005) Shu-Chiu LIU From geocentric to heliocentric model of the universe, and the alternative perspectives
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In spite of its potential advantageous information, the historical material, like all other instructional tools, should be analysed carefully. The analysis must, in accordance with the instructional model proposed by the German science educators, Kattmann, Duit, Gropengiesser and Komorek (1996), make direct references to and further integrate the perspectives from students, experts of the subject matter, and science and general educators. More precisely speaking, to tackle, select and divert the historical and philosophical accounts to a form ready to be used in school science, one has to have in mind the ideas students hold (as a starting point in learning process), the clarification of the subject matter(as the end product of the process) and the theories regarding learning and instruction (generally and domain-specifically). In this way, the material can be analysed based on a specified outset, goal, and issues necessary to be considered.
To profit in the learning process, it may be worth taking into account the authentic arguments behind the pre-scientific models and their comparative levels of explanatory power. By doing so, students may come to realize what makes them think the way they think and to further distinguish their own ideas from others' including the scientific ones. Yet, what do we mean by authentic arguments? It is the original texts of the scientist's work that we assume to be an effective means to understanding why and how (s)he thought about something. These early scientific arguments could be plausible to the student due to the similar conceptual tools and levels. Ptolemy's and Copernicus' arguments, for example, of the earth-centred and sun-centred universe (respectively), can genuinely illustrate their reasoning and the philosophical propositions beyond. The preface in De Revolutionibus which reveals Copernicus' motives for innovation is another good example of involving students in the thoughts of early scientists and as well those of their own. Text from De Revolutionibus can be interesting and also meaningful, as the student is faced with questions in relation to the nature of science, such as: Given the limitations of traditional astronomical tools and cosmological beliefs imposed to him, what led Copernicus to believe an innovation is necessary? To what extent beyond this innovation is he still bound to the old tradition? To be sure, the reading of the original texts would require the guide of the teacher, not only to select the appropriate texts (as many early astronomical works focused on complicated mathematical forms) but also to communicate them based on the student's cognitive status.
It is also worth noting that the early astronomical models were basically established through sky-gazing, as technological instruments were actually the modern products as late as in the seventeenth century. Astronomers in different places of the world observed and documented the sky carefully and thereby developed their visions of the universe. It should be reasonable that students may revise their concepts and models if watching the sky carefully. Activities such as observation of the sun, moon and stars, from different angles, may demolish some naive preconceptions and, in addition, develop a sense of spatial relations of heavenly bodies and the earth. As ancient Greeks, for example, argued for a spherical earth based on the evidence that ships coming towards the shore appear first with their masts, children may learn to revise their alternative earth concept through observing the same phenomenon. Moreover, when they make direct contact with the phenomena instead of being merely told, children may discover more than the intended concept.
Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 2, Article 1 (Dec., 2005). All Rights Reserved.
