Thought experiments in science education: potential and current realization

Thought Experiments (TEs) have a long history of use in science. It is sugg ested that, if science education is to be related as clearly as possible to science, then TEs must play an appropriate part. The relationship between TEs and experiments (Es) is explored. A typology of TEs is presented with e xamples drawn from the history of physics. The potential uses of the variou s types of TEs in bringing about conceptual development and as a complement to conventional practical work are addressed. The analysis of three typica l school and higher-education level physics textbooks shows that the potent ials identified are, at present, not realised. Indeed, elements of TE desig n were found to be integrated with other pedagogic devices into what we hav e termed 'thought simulations' (TSs). In these, the behaviour of a phenomen on was illustrated rather than predicted and tested, theory was assumed and embedded rather than being tentative and emergent, and the outcome was ass umed rather than being anticipated.