Inleiding tot het begrijpbaar-maken en voorbeeld-begrijpen: over 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 1991 – 9(1), 46-58 Download pdf

This article develops the idea of a difference in principle between life-world and physics, that a physical understanding of empirical phenomena can only originate in a discontinuous manner. The process of re-learning is the central point, by which an initialphysical understanding can be achieved. The research of the structure of this learning in connection with teaching shows the mistaken perception that physical understanding can be continuously developed by means of a preciser explanation of life-world familiarity with empirical phenomena. The research shows the teaching and learning of physics as an event of crises, in which various kinds of experience not only supplement each other, but also basically contradict and challenge each other.