The Observer Concept in Science as a Basis for Its Further Curricular Application Within the Discipline-Culture Paradigm
Bibliographic Data
| ID | 21585734 |
|---|---|
| Authors | Igal Galili (0000-0003-3473-4427, Hebrew University of Jerusalem, corresponding author) |
| Year | 2025 |
| Volume | 34 |
| Issue | 4 |
| Pages | 2135-2165 |
| Publication date | 2025-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-024-00521-3 |
| OpenAlex | W4396870287 |
| Language | EN |
| References cited | 34 |
This study considers the concept of observer-the fundamental concept axial for fundamental physical theories. The history of the observer concept in physics is reviewed and summarized. In the following, the observer concept is considered with regard to science education where scientific concepts should reflect their status in science. This parallelism between science and education is epistemological and dynamic. The examination of the school curriculum reveals invalid correspondence in the case of the observer. The curriculum often presents the observer when addressing the Galileo principle of relativity, while frequently missing relativity of motion in presenting natural phenomena. Multiple observers are avoided in dynamics where the modern epistemology—drawing on a “local observer”—introduces non-inertial observers (inertial forces) currently banned in school physics. The article refines the possible curricular changes with respect to dynamics and kinematics which emphasize multiple observers. The suggested curricular changes could provide science learners with a new perspective on physics knowledge within the paradigm of multiple observers—cultural content knowledge of the subject matter
Engineering ethics · Epistemology · Mathematics education · Paradigm shift · Sociology · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Engineering · Philosophy · Psychology · Science Education and Pedagogy
From the closed world to the infinite universe
Classroom Discourse and the Space of Learning
Genetic Epistemology
Views of nature of science questionnaire
The Child's Conception of Physical Causality
Summary Lecture as a Delay Organizer of Cultural Content Knowledge
Early Greek Philosophy
Leibniz's Place in the History of Physics
Christiaan Huygens' The Motion of Colliding Bodies
| Highly cited | No |
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