Paradigms in collision : historical and philosophical perspectives on teaching the new global tectonics

The latter half of the 20th century has been witness to a dramatic shift in the guiding assumptions in our understanding of the dynamics of Earth's crust.Historically, the debate about global tectonics has subsisted in a rivalry between two competing conceptual systemsthe "paradigm collision" of fixism and mobilism.The new synthesis of plate tectonics, derived from the mobilist tradition, is the currently accepted model supporting theory, practice, and education in the geosciences.Historians and philosophers of science have taken an interest in the events that led to the emergence of the new global tectonics, and in large measure have viewed this episode in the history of science in terms of a "scientific revolution" in the manner of Thornas Kuhn's paradigm approach in his The Structure of Scientìfic Revolutions.Since the teaching of plate tectonics occurs in virtually all compulsory science education in Canada, the pedogogical potential exists for this great "science story'' to be told through the complimentary lenses of the history and philosophy of science (HPS) in the classroom.With increased ernphasis in science education on the roles of evidence, argument, appreciation of the nature of science, the development of scientific knowledge, and the importance of how major conceptual shifts revolutionize scientif,rc discourse, it is desirable to construct a teaching and learning model that inco¡porates these elements into the teaching of tectonics.By focusing on the fixism / rnobilism controversy that developed in geology over the years 1910 -1975, students can be offered a pathrvay along which HpS perspectives can be introduced in a meaningful, accessible way.The model developed here includes five elements that can be connected to the learning cycle, constructivist pedagogy, and the phases of a Kuhnian treatment of the geological revolution: recognition, elicilation, paradignt collision, conceptual reconstruction, and resolution and emergence.The motivation for this approach lies in ameliorating two endemic situations: 1) distorted or incomplete historical treatment in standard textbook-oriented learning that results in biased historiography, and; 2) "quasi-constructivist" methods that initially value student conceptions, but eventually work to instill a "scientific correctness" that declares one side of the argument superior and sophisticated, and the unsuccessful paradigm naiVe and proto-scientific.A detailed case study of how the five elements in the model could be made operational is outlined, including implications for teacher development, field validation, and avenues for further research.Ultimately, the question that is to be answered as a result of this pathway is "why do I accept plate lectonics?" ACKNOWLBDGEMENTS 'Tn times of change, the learners inherit the earth, while the learned find themselves beautifully equtpped to live in a world that no /onger exists.',

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