Abstract
This study explores transformative experiences in university physics education and their potential to contribute to Bildung through a case study based on interview data of six Norwegian master’s physics students. The results show that the students experience becoming more skeptical and critical in different ways, and while not solely ascribing this to studying in general, or studying physics in particular, they also ascribe their change to their experiences as physics students. This is connected to the term ‘scientific skepticism’. This is evaluated and compared with forms of scientific skepticism from the literature. The students’ forms of skepticism are evaluated critically against a definition of Bildung by Hellesnes and within a theoretical tradition from Humboldt and Klafki. The results are mixed and also support the idea of Bildung as a social process. These questions are important to be able to understand and to have a conscious attitude toward, what knowledge and attitudes students are left with after graduating. Do we have a conscious attitude toward the epistemic values we teach our students, and are they being prepared to use their knowledge to engage critically in society?
Published Version
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