Leefwereld en natuurkundige interpretatie bij het ontstaan van nieuwe kennis

Tijdschrift voor Didactiek van de Beta-wetenschappen, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1983-2014

Redeker, B. Tijdschrift voor Didactiek van de Beta-wetenschappen 1990 – 8(2), 85-99 Download pdf

The central point of this article is the relation between everyday experience and its physical interpretation with reference to the teaching and learning of physics. From a phenomenological approach, this relation emerges as one of difference in principle. The independence of lifeworld connections requires no knowledge of physics. In lifeworld connections an understanding of physics is not naturally present, not even in the circumstances of our contemporary world. The consequence of this: the transition to a physical understanding of empirically conceivable phenomena appears to be possible solely in a discontinuous manner. Positivistic and idealistic approaches not only reduce the relation of lifeworld perception to physics as a mathematical science. They obstruct also one of the basic tasks of didactics: elucidation of the structure of re-learning as a prior condition to understanding of physics.