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All fun things to think about!
In life, students will
encounter problematic explanations and logic, and they need to be able to
cut through the reasoning to find where it went wrong
In life, students will
encounter problematic explanations and logic, and they need to be able to
cut through the reasoning to find where it went wrong
I find that "paradoxes" are very useful pedagogical tools when introducing
new material as they elucidate shortcomings of prior knowledge, or pull out
a fine, detailed point students perhaps missed when covering material the
first time through.
One example: introducing the word "system" in regards to thermodynamics. To
begin, I have them think about how, "paradoxically," my momentum is not
conserved when I jump off the ground. To "resolve" this, they needed to
define the system (Is it me alone, or me+Earth?) to work through the
impulse+momentum interaction of my jumping.
How should the typical SR paradoxes (train+tunnel, twins, etc.) be used?