By by J.K. Gilbert (Editor), Onno de Jong (Editor), Rosaria Justi (Editor), David F. Treagust (Editor),
Chemical schooling is key to all people since it offers with rules that play significant roles in own, social, and fiscal judgements. This booklet is predicated on 3 ideas: that every one features of chemical schooling may be linked to learn; that the improvement of possibilities for chemical schooling can be either a continual strategy and be associated with learn; and that the pro improvement of all these linked to chemical schooling should still make large and various use of that learn. it really is meant for: pre-service and practicing chemistry academics and teachers; chemistry instructor educators; chemical schooling researchers; the designers and bosses of formal chemical curricula; casual chemical educators; authors of textbooks and curriculum aid fabrics; working towards chemists and chemical technologists. It addresses: the relation among chemistry and chemical schooling; curricula for chemical schooling; instructing and studying approximately chemical substances and chemical swap; the improvement of lecturers; the improvement of chemical schooling as a box of enquiry. this is often typically performed in appreciate of the complete diversity of formal schooling contexts (schools, universities, vocational schools) but additionally in appreciate of casual schooling contexts (books, technology centres and museums).
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Additional resources for Chemical Education: Towards Research-based Practice (Science & Technology Education Library)
G. Erduran, 2000a; Scerri, 2000). Philosophy of chemistry, however, has the potential to inform and guide chemistry education particularly through insights into the nature of chemical knowledge (Erduran, 2001a). In the following sections we apply some issues raised by Scerri & McIntyre (1997) where the authors presented The Nature of Chemical Knowledge and Chemical Education 13 the case for the autonomy of philosophy of chemistry. Specifically we concentrate on the role of reduction, explanations, laws and supervenience as salient themes that provide a foundation for philosophy of chemistry.
East Lansing, MI: Philosophy of Science Association. R. (1995). The exclusion principle, chemistry and hidden variables. Synthese, 102, 192-169. R. (1996). Stephen Brush, the periodic table and the nature of chemistry. In P. Janich, & N. ), 2nd Erlenmeyer Colloquium on the Philosophy of Chemistry (pp. 169-176). Marburg University, Wurtzburg: Koningshausen & Neumann. Scerri, E. (1997). Are chemistry and philosophy miscible? Chemical Intelligencer, 3, 44-46. R. (2000). The failure of reduction and how to resist the disunity of science in chemical education, Science & Education, 9, 405-425.
School Science and Mathematics, 87(7), 541-555. A. (1990). Restructuring science education: Theories and their development. New York: Teachers College Press. A. (1994). Research on the history and philosophy of science. In D. Gable & D. ), Handbook of research on science teaching and learning. New York: Macmillan. , Hamilton, R. & Grandy, R. ). (1992). Philosophy of science, cognitive psychology and educational practice. New York: SUNY Press. Ellis, P. (1989). Practical chemistry in a historical context.
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