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Introductory Physics: An Historical Approach
Abstract
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The photoelectric effect is an important part of general physics textbooks. To study the presentation of this phenomenon, we have reconstructed six essential, history and philosophy of science (HPS)-related aspects of the events that culminated in Einstein proposing his hypothesis of lightquanta and the ensuing controversy within the scientific community. These aspects are (1) Lenard's trigger hypothesis to explain the photoelectric effect, (2) Einstein's quantum hypothesis to explain the photoelectric effect, (3) lack of acceptance of Einstein's quantum hypothesis in the scientific community, (4) Millikan's experimental determination of the Einstein photoelectric equation and Planck's constant, h, (5) Millikan's presuppositions about the nature of light, and (6) the historical presentation and its interpretation within a history and philosophy of science perspective. Using these aspects as criteria, we analyzed 103 university general physics textbooks. Results obtained reveal that these historical elements are largely ignored or distorted in the textbooks, with only three of the texts obtaining a score of satisfactory and none a score of excellent. It is concluded that inclusion of HPS-related aspects in general physics textbooks can facilitate a better understanding of the dynamics associated with the initial controversy and final acceptance of Einstein's explanation of the photoelectric effect by the scientific community. © 2010 Wiley Periodicals, Inc. Sci Ed94:903–931, 2010
The typical model of electric current which we present to students is one of electron movement between points at different potentials. The problems associated with this model of electricity have been the subject of much educational research, particularly with respect to the use of analogies. The water-circuit analogy, especially, has received considerable attention. Despite this, students continue to hold remarkably persistent alternative conceptions about the nature of simple circuits. Historically, the electromagnetic field theories of Faraday and Maxwell constitute important steps towards modern understanding of transmission of electric current along a wire. Textbooks from 1891 to 1991, however, reflect remarkably little change in their presentation of direct-current circuitry, most texts by implication portraying, in various ways, a fluid model which predates Faraday. Against this background, this paper describes the ways in which textbooks interpret historical developments for teaching texts and the time which may elapse before such developments have an impact in the classroom. It also highlights important issues relating to the intrinsic merit of contemporary textbook treatments of electricity and examines their importance with respect to classroom teaching.
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