Investigating the Purposes of Thought Experiments: Based on the Students’ Performance

H Bancong,J Song

doi:10.15294/jpii.v9i3.25046

Abstract

The objective of this study is to examine the students’ purposes in conducting thought experiments while solving physics problems. There were 12 pre- and in-service physics teachers as the participants in this study and divided into three groups with four students in each. Physics problem-solving activities were used as a context for observing students’ processes in doing TEs. The results of the data analysis showed that there were three types of purposes of the students in doing the TEs during physics problem-solving activities: prediction, verification, and explanation. Therefore, it can be concluded that in the context of problem-solving, students design and run thought experiments as a creative ability tool to (1) predict solutions to the problem, (2) verify whether their hypothesis is correct or incorrect, (3) provide a detailed explanation to their hypothesis. Based on this study, we discuss the differences and similarities in the purposes of scientists and students in doing thought experiments. The importance and implications of thought experiments for current and future physics teachers are also discussed in the last part of this study

Highlights

Throughout the history of physics, thought experiments (TEs) plays an essential role in the development of physics theories
The findings revealed that given the context of collaborative problem-solving activities, students could design, discuss, share opinions, rethink, and review their TEs, which signifies that the TEs can be established and directed together even though they initially appear in personalized versions
When the students utilized a TE to deal with the challenge they are working on, the motivation behind students’ TE goals is coded as “prediction.” when students utilized a TE to check whether their assumption or hypothesis is correct or incorrect, at that point, the reason for students’ TE is coded as “verification.” Lastly, when students utilized a TE to give further clarifications about their assumption or hypothesis, at that point, the motivation behind students’ TE goals is coded as “explanation”

Summary

Introduction

Throughout the history of physics, thought experiments (TEs) plays an essential role in the development of physics theories. Marco Buzzoni, in a number of his effort, has been trying to convince us that TEs and REs are identical in principle and at least in physics; TEs are impossible without REs, and vice versa (e.g., Buzzoni, 2013; 2019). He argued that “(empirical) TEs without REs are empty; REs without TEs are blind”

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Conclusion