For a meaningful understanding of physics, it is necessary to
realise that this corpus of knowledge operates in a register
different from natural thought. This book aims at situating the
main trends of common reasoning in physics with respect to some
essential aspects of accepted theory. It analyses a great many
research results based on studies of pupils and students at various
academic levels, involving a range of physical situations. It shows
the impressive generality of the trends of common thought, as well
as their resistance to teaching. The book's main focus is to
underline to what extent natural thought is organised. As a result
of this mapping out of trends of reasoning, some suggestions for
teaching are presented; these have already influenced recent
curricula in France. This book is intended for teachers and teacher
trainers principally, but students can also benefit from it to
improve their understanding of physics and of their own ways of
reasoning.
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