Conceptual, Creative and Critical Thinking for Science, Philosophy, Business and Art
Challenges in Physics Education
The kaleidoscopic lens applied to this chapter explores how science is learned through different epistemological approaches by diverse cross-disciplinary content. Digitalisation in its myriad of forms affords democratisation of information, new modes of visualisation, interaction and fast, responsive modes of communication that both disrupt and bring opportunities for a vibrant learning ecosystem in science. The chapter canvases conceptual, creative and critical exemplars from design, art, business, philosophy and science reinforcing that agency for our students is paramount in building transversal skills to not only understand the concepts of what science is, also how it can be applied and what else it could be. The dualist debate of how learning the fundamentals is done has shifted from the student as a passive receiver of expert knowledge, to student-driven, authentic experiential learning. The provocations in this chapter include exemplars that underpin the philosophical implications and tensions via thought experiments like Schrödinger’s cat; artistic expressions of particle behaviour in a cloud chamber experiment; coaching by business thinking to enhance creative competence; teamwork mindset; science outreach by art practices to provoke discussion of physics fact and the imaginary.
Open Access Status
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