Philosophy of chemistry in university chemical education: The case of models and modelling
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
If chemistry is to be taught successfully, teachers must have a good subject matter knowledge (SK) of the ideas with which they are dealing, the nature of this falling within the orbit of philosophy of chemistry. They must also have a good pedagogic content knowledge (PCK), the ability to communicate SK to students, the nature of this falling within the philosophy and psychology of chemical education. Taking the case of models and modelling, important themes in the philosophy of chemistry, an interview-based study was conducted into the SK and PCK of a sample of teachers in Brazil. This paper focuses on the results of the university chemistry teacher sub-sample in that enquiry, analyses their SK and PCK, and speculates on the implications of this for the education of school teachers. Finally, it suggests approaches to the professional development of university chemistry teachers that place an emphasis on the philosophy of chemistry.
- D.M. Bailer-Jones. Tracing the Development of Models in the Philosophy of Science. In L. Magnani, N.J. Nersessian and P. Thagard (Eds.), Model-Based Reasoning in Scientific Discovery, pp. 23–40. New York: Kluwer Academic/Plenum Publishers, 1999.
- Z. Dagher. Review of Studies of the Effectiveness of Instructional Analogies in Science Teaching. Science Education 79: 295–312, 1985.
- G. Del Re. Models and Analogies in Science. HYLE-An International Journal of the Philosophy of Chemistry 6(1): 3–12, 2000.
- S. Erduran and E. Scerri. Chemical Knowledge and Chemical Education. In J.K. Gilbert (Ed.), Chemical Education: Towards Research-Based Practice. Dordrecht: Kluwer, in press.
- J.K. Gilbert (Ed.). Chemical Education: Towards Research-Based Practice. Dordrecht: Kluwer, in press.
- J.K. Gilbert, C. Boulter and M. Rutherford. Models in explanations, Part 1: Horses for Courses. International Journal of Science Education 20(1): 83–97, 1998a.
- J.K. Gilbert, C.J. Boulter and R. Elmer. Positioning Models in science Education and in Design and Technology Education. In J.K. Gilbert and C.J. Boulter (Eds.), Developing Models in Science Education, pp. 3–18. Dordrecht: Kluwer, 2000.
- R.J. Good. Why Are Chemists ‘Turned Off’ by Philosophy of Science? Foundations of Chemistry 1: 65–95, 1999. CrossRef
- D. Hodson. In Search of a Meaningful Relationship: An Exploration of Some Issues Relating to Integration in Science and Science Education. International Journal of Science Education 14(5): 541–562, 1992.
- R. Justi and J.K. Gilbert. History and Philosophy of Science Through Models: The Case of Chemical Kinetics. Science and Education 8(2): 287–307, 1999. CrossRef
- R. Justi and J.K. Gilbert. Modelling, Teachers' Views on the Nature of Modelling, Implications for the Education of modellers. International Journal of Science Education 24(4): 369–388, 2002. CrossRef
- R. Justi and J.K. Gilbert. Teachers Views on the Nature of Models. International Journal of Science Education, in press-a.
- R. Justi and J.K. Gilbert. Science Teachers' Knowledge about and Attitudes towards the Use of Models & Modelling in Learning Science. International Journal of Science Education, in press-b.
- M. Morrison and M.S. Morgan. Models as Mediating Instruments. In M.S. Morgan and M. Morrison (Eds.), Models as Mediators, pp. 10–38. Cambridge: Cambridge University Press, 1999.
- H. Primas. Chemistry, Quantum Mechanics and Reductionism. Berlin: Springer, 1983.
- W.-M. Roth. Authentic Science Education: Knowing and Learning in Open-Inquiry Science Laboratories. Dordrecht: Kluwer, 1995.
- E. Scerri. Has Chemistry been at Least Approximately Reduced to Quantum Mechanics? In D. Hull, M. Forbes and R. Burian (Eds.), Philosphy of Science Association, pp. 160–170, Vol. 1. Philosophy of Science Association, East Lancing, 1994a.
- E. Scerri. Predicting the Nature of Hafnium from Chemistry, Bohr's Theory and Quantum Theory. Annals of Science 51: 137–150, 1994b. CrossRef
- E. Scerri and McIntyre. The Case for Philosophy of Chemistry. Sunthese, 1997.
- L. Shulman. Knowledge and Teaching: Foundations of the New Reforms. Harvard Educational Review 57(1): 1–22, 1987.
- J. Tomasi. Models and Modelling in Theoretical Chemistry. Journal of Molecular Structure 179: 273–292, 1988. CrossRef
- D.F. Treagust, A.G. Harrison, G.J. Venville and Z. Dagher. Using an Analogical Teaching Approach to Engender Conceptual Change. International Journal of Science Education 18(2): 213–229, 1996.
- J. van Brakel and H. Vermeeren. On the Philosophy of Chemistry. Philosophy Research Archives: 1405–1456, 1981.
- Philosophy of chemistry in university chemical education: The case of models and modelling
Foundations of Chemistry
Volume 4, Issue 3 , pp 213-240
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links