By Wrolstad R.E., et al. (eds.)

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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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