Abstract

Imagery scenarios performed in the laboratory of the mind were named as thought experiments and it is obvious that they have played central role as cognitive tools heading key innovations throughout the history of science. Reiner & Gilbert (2004) claim that, students developed thought experiments during the process of conducting hands on experiments, and that mutualism leaded towards a convergence on scientifically acceptable concepts. The aim of this study was to integrate thought experiments as an initial step of empirical experiments in physics. Data collection process of this study has a three stage design; thought experiment stage, hands on experiment stage and reporting stage. During the thought experiment stage, group interviews were conducted and interviewees were asked to think aloud while working on the problem. In the next stage; students were asked to perform hands on experiments so that they were expected to develop a link between their imaginary world and real world. At this stage, researcher guided the students for; developing an appropriate design, making reliable and repeated measurements, manipulating the variables, recording of data suitably, and inferring a conclusion. Lastly, in the reporting stage; they wrote final reports about experimentation processes and about reviewed scientific concepts. Results indicated that; thought experiments have the potential to reveal the reasoning resources of students by monitoring the process in their minds. Students frequently used intuitive principles, as the reasoning resource. These principles, generated through everyday experiences, were in the form of generalizations and accepted as a rule. It was observed that; when they executed hands on experiments, students felt cognitive conflicts, since the outcomes of their thought experiments were contradicted with the outcomes of hands on experiments. This study suggests; letting students perform thought experiments in an intertwined way with hands on experiments could result in deep understanding and conceptual development of individuals.

Keywords

Thought experiment, Hands on Experiment, Physics, Constructivism

References

Reiner, M. (1997). A learning environment for visualization in electromagnetism. International

Journal of Computers in Mathematics Learning, 2(2), 125-154.

Reiner, M., & Gilbert, J. K. (2004). The symbiotic roles of empirical experimentation and thought

experimentation in the learning of physics. International Journal of Science Education,

26, 1819–1834.