Critique-Oriented vs. Framework-Oriented Approaches in Education: proposing a middle path for physics teaching based on Thomas Kuhn’s philosophy

نوع مقاله : مقاله علمی- پژوهشی

نویسندگان

1 دانشیار گروه آموزش فیزیک، دانشگاه فرهنگیان، تهران، ایران.

2 دانشجوی دکتری، پژوهشکده تاریخ علم، دانشگاه تهران، تهران، ایران.

چکیده

This study proposes an approach to physics education grounded in Thomas Kuhn’s philosophy of science, aiming to achieve a balanced integration between critique-oriented and framework-oriented pedagogical models. The paper begins by critically examining the prevailing emphasis on critical thinking in science education—particularly within physics—and seeks to deconstruct some of its underlying assumptions. Conversely, it explores the framework-oriented approach, often associated with traditional, transmission-focused models of teaching. Drawing on Kuhn’s conceptualization of paradigms and research traditions, the study develops an alternative framework that synthesizes the reflective rigor of critique-oriented education with the structural coherence of framework-oriented methods. Ultimately, the paper challenges certain idealized claims advocating for the complete elimination of preconceptions and paradigms, arguing that, from a philosophical standpoint, such claims are both impractical and inconsistent with the nature of scientific inquiry.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Critique-Oriented vs. Framework-Oriented Approaches in Education: proposing a middle path for physics teaching based on Thomas Kuhn’s philosophy

نویسندگان [English]

  • Seyyed Hedayat Sajadi 1
  • Jalal Abdollahi 2
1 Associate Professor, Department of Physics Education, Farhangian University, Tehran, Iran.
2 PhD Candidate, Institute for the History of Science, University of Tehran, Tehran, Iran.
چکیده [English]

This study proposes an approach to physics education grounded in Thomas Kuhn’s philosophy of science, aiming to achieve a balanced integration between critique-oriented and framework-oriented pedagogical models. The paper begins by critically examining the prevailing emphasis on critical thinking in science education—particularly within physics—and seeks to deconstruct some of its underlying assumptions. Conversely, it explores the framework-oriented approach, often associated with traditional, transmission-focused models of teaching. Drawing on Kuhn’s conceptualization of paradigms and research traditions, the study develops an alternative framework that synthesizes the reflective rigor of critique-oriented education with the structural coherence of framework-oriented methods. Ultimately, the paper challenges certain idealized claims advocating for the complete elimination of preconceptions and paradigms, arguing that, from a philosophical standpoint, such claims are both impractical and inconsistent with the nature of scientific inquiry.

کلیدواژه‌ها [English]

  • Physics Education
  • Critique-Oriented
  • Framework-Oriented
  • Philosophy of Science
  • History of Science
  • Kuhn
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