Re-Evaluating Some of the Fundamental Educational Questions in Line with the Development in New Physics

By Dundar, Selma | Journal of Research in Educational Sciences, January 1, 2013 | Go to article overview

Re-Evaluating Some of the Fundamental Educational Questions in Line with the Development in New Physics


Dundar, Selma, Journal of Research in Educational Sciences


Abstract:

The purpose of the study is to understand whether the developments in physics after quantum theory can have an impact on educational sciences. Throughout the research quantitative paradigms was used. The qualitative data were obtained from a focus group consisted of 6 physicists working at CERN. The data were subjected to a content analysis and analyzed in 11 themes and 21 sub-themes under 4 global themes. With the help of obtained results, a discussion was conducted about the possible impacts of developments in physics after the quantum theory on the science of education, aiming to contribute to the philosophy of science in an educational framework. As a proposal for further research, the general framework of five periodic meetings was determined and it aims at bringing together experts from different disciplines such as physics, philosophy, education and art.

Keywords: philosophy of quantum theory, new physics, impacts, educational sciences.

1. Introduction

The foundation of this study is based on the interpretations of quantum theory (Albert, 1992; Brush, 1980; Healey, 1989; Hughes, 1989; Riggs, 2009; Timpson, 2010) that consists of the Basic Interpretation (Jammer, 1989), the Copenhagen Interpretation (Bohr, 1937, 1961; Heisenberg, 1958; Lackey, 1970; Pagels, 2003), Orthodoxy Explanation (Bohm, 1989), the Collapse-Free Approach, the Naive Interpretation, the Radical Bayesian Interpretation (Jeager, 2009), the Process Interpretation and Interpretational Under determination (Omnes, 1994; Riggs, 2009; Selleri,1989).

The study also considered literature about Schrödinger's wave mechanics (Healey, 1989; Parker, 2006; Schreiber, 1994), the problem of properties (Deutsch, 1997; Penrose, 1989) which includes the EPR Paradox (Einstein, Podolsky and Rosen, 1935; Lindley, 2007), the Double Slit Experiment (Mittelstaedt, 1987; Prieur and Schieder, 1987), Hidden Variables (Bohm, 1989), Measurement (Heisenberg, 1958; Coles, 2001; Maudlin, 1995; Pagels, 2003), Quantum Entanglement (Bell, 1987, 1966, 1997; Bokulich and Jeager, 2010; Bub, 2010; Khrennikov, 2010; Ozorino de Almeida, 2009; Popescu, 2010) and recent developments in physics.

2. Main text

The central research question this study aims to answer is whether the developments in physics after quantum theory can have an impact on educational sciences? To answer this question, the study examined the points of view and perceptions of scientists working at CERN concerning the following two sub-questions: (1) Can the experiences of scientists at CERN be transformed into insights that can be used in educational sciences? (2) Which fields in educational sciences might be affected by recent developments in physics? In line with the research questions, the investigated hypotheses are as follows: (1) Physicists' experiences that help us to understand new viewpoints about the post quantum world can be transferred into educational sciences. (2) Developments in physics reveal the need for a new language and way of thinking in education.

2.1. Methodology

This section presents the research design, data collection and data analysis procedures that were decided to be most suitable for addressing the formulated research questions.

2.1.1. Research Design

The study is based on qualitative approach. The qualitative research paradigm works in an opposite direction and explores the unique features and circumstances surrounding a particular case (Ernest, 1997, p. 34). Qualitative research is a highly subjective approach that requires interpretation rather than measurement. Beliefs rather than facts are the target of analysis. In this paradigm, there are no predetermined hypotheses and no restrictions on the end product. What one does is observe, intuit and sense what is occurring in a natural setting, hence the term 'naturalistic inquiry' (Merriam, 1988, p. 17).

The purpose of qualitative research is to understand and explain participant meaning deeply (Morrow, 2005, p. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Re-Evaluating Some of the Fundamental Educational Questions in Line with the Development in New Physics
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.