About this book
Teaching and learning with history and philosophy of chemistry has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning the approach still suffers from ineffective implementation in school science teaching. This book by two experienced chemistry education educators is an important, valid, and usable addition to all those who are involved in teaching and learning chemistry in both secondary and tertiary educational levels. The book is also a good contribution for presenting the readers the evolution of chemistry knowledge.
Professor Avi Hofstein, Emeritus Professor of Chemistry Education, The Weizmann Institute of Science, Israel
Endorsement 2:This book is helpful for teachers to reinforce and clarify their own understanding of philosophical arguments in chemistry concepts. I would definitely use this book in preparing both my pre-service and in-service teachers to teach chemistry because it brings philosophical arguments into tangible focus. It offers teacher educators clear approaches to organizing this very deep type of instruction. The interviews and sample drawings helps instructors to anticipate concepts that may be difficult, and they provide teachers with a sense of what to expect from their learners when engaged in understanding epistemic foundations of chemistry.
Professor Erin Peters Burton, Director of Center for Social Equity through Science Education, George Mason University, USA
- DOI https://doi.org/10.1007/978-3-030-15326-7
- Copyright Information Springer Nature Switzerland AG 2019
- Publisher Name Springer, Cham
- eBook Packages Education Education (R0)
- Print ISBN 978-3-030-15325-0
- Online ISBN 978-3-030-15326-7
- Series Print ISSN 2520-8594
- Series Online ISSN 2520-8608
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