Abstract

The paper reconsiders some well-known problems of learning physics, in the light of recent work on the way human beings respond to problems, particularly the distinction between “fast” and “slow” thinking. It concludes that much depends on the choice of situation with which to educate “fast” thinking. This leads to a critique of recent thinking about “Inquiry Based Science Education”. The paper concludes with a discussion of problems and opportunities that currently face curriculum development in physics.

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