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Historical Teaching of Atomic and Molecular Structure

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International Handbook of Research in History, Philosophy and Science Teaching

Abstract

Besides the presentation and conclusions, the chapter is divided into two equally important sections. The first one describes the modern development of atomic and molecular structure, emphasising some of the philosophical problems that have been taken, and those that have to be faced in its understanding. The second discusses the alternative conceptions and difficulties of students of different educational levels and also the different approaches to its historical or philosophical teaching. Finally, we recognise the necessity for science teachers to assume a specific historical-philosophical position.

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Notes

  1. 1.

    See also Moreno-Ramírez et al. ( 2010).

  2. 2.

    In German he says ‘Die Energie eines Resonators ändert sich durch Absorption und Emision sprungweise, und zwar ein ganzzahliges Vielfache von (R/N)βν’ (Einstein 1906, p. 202).

  3. 3.

    See, for example, Lee et al. (1993), Novick and Nussbaum (1978, 1981), Nussbaum (1985), Valanides (2000), and Wightman et al. (1987).

  4. 4.

    As can be seen in Birk and Kurtz (1999), Boo (1998), Furió and Calatayud (1996), Griffiths and Preston (1992), Hund (1977), Kutzelnigg (1984), Magnasco (2004), Özmen (2004), and Sutcliffe (1996).

  5. 5.

    For example, Coll and Treagust (2002), Niaz (2001), and Peterson et al. (1989).

  6. 6.

    Such as in Coll and Treagust (2003a) and De Posada (1997, 1999).

  7. 7.

    See, for example, Butts and Smith (1987), Coll and Treagust (2003b), and Taber (1994, 1997).

  8. 8.

    Such as Dobson et al. (2000), Petri and Niedderer (1998), Shiland (1995, 1997), and Tsaparlis and Papaphotis (2002, 2009).

  9. 9.

    For example, Hadzidaki et al. (2000), Johnston et al. (1998), Kalkanis et al. (2003), Michelini et al. (2000), Paoloni (1982), and Wittmann et al. (2002).

  10. 10.

    As can be seen in Ardac (2002), Melrose and Scerri (1996), Niaz and Fernández (2008), and Scerri (1991).

  11. 11.

    For example, Cervellati and Perugini (1981), Conceicao and Koscinski (2003), Ogilvie (1994), Scerri (2000a), Taber (2002a, b; 2005), and Tsaparlis (1997a).

  12. 12.

    For example, Buchwald and Warwick (2001), Giunta (2010), Marinacci (1995), Nye (1993), Snow (1981), and Toulmin and Goodfield (1962).

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  1. Seminario de Investigación Educativa en Química, Facultad de Química, Universidad Nacional Autónoma de México, Avenida Universidad 3000, Delegación Coyoacán, México, DF, 04510, México

    José Antonio Chamizo & Andoni Garritz

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    Michael R. Matthews

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Chamizo, J.A., Garritz, A. (2014). Historical Teaching of Atomic and Molecular Structure. In: Matthews, M. (eds) International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7654-8_12

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