Skip to main content

Advertisement

SpringerLink
Log in

Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to investigate how the new field of philosophy of chemistry can contribute to science teacher education. Since the beginning of the 1990s, philosophy of chemistry has emerged as a relatively new branch of philosophy of science examining the distinctive nature of chemical knowledge. Some implications of this domain in chemical education have been investigated although the research territory in this area remains underdeveloped. The paper is intended to contribute to this area of research by focusing on a particular theme, the microscopic/macroscopic relationship (or the so-called ‘supervenience’ problem) in the context of models and modelling. Literature review of students’ and teachers’ understanding of models and modelling in chemistry highlights the importance of incorporating the epistemological aspects of related chemical concepts. The implications for teacher education are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Association for the Advancement of Science (1989) Science for all Americans, Project 2061. Oxford University Press, New York

    Google Scholar 

  • Abimbola IO (1983) The relevance of the “new” philosophy of science for the science curriculum. Sch Sci Math 83(3):181–192

    Google Scholar 

  • Adúriz-Bravo A (2004) Methodology and politics: a proposal to teach the structuring ideas of the philosophy of science through the pendulum. Sci Educ 13(7):717–731

    Article  Google Scholar 

  • Ben-Zvi R, Eylon B, Silberstein J (1986) Is an atom of copper malleable? J Chem Educ 63:64–66

    Google Scholar 

  • Ben-Zvi R, Mamlok-Naaman R (2000) Is there a link between curriculum content and students understanding of the concept of energy? In: Paper presented at the Annual Meeting of the National Association for Research in Science Education, New Orleans, LA

  • Bodner G, Domin D (2000) Mental models: the role of representations in problem solving in chemistry. Univ Chem Educ 4(1):24–30

    Google Scholar 

  • Bhushan N, Rosenfeld S (1995) Metaphorical models in chemistry. J Chem Educ 72:578–582

    Google Scholar 

  • Brickhouse N (1991) Teachers beliefs about the nature of science and their relationship to classroom practice. J Teach Educ 41(3):53–62

    Google Scholar 

  • Carter S, Brickhouse N (1989) What makes chemistry difficult? J Chem Educ 66:223–225

    Google Scholar 

  • Cobern W, Loving C (2003) In defense of realism: it really is commonsense. In: McComas W (ed) Proceedings of the Sixth IHPST Conference, CD-ROM, IHPST Group, Denver, 031

  • Driver R, Leach J, Millar R, Scott P (1996) Young peoples images of science. Open University Press, Buckingham

    Google Scholar 

  • Duschl R (1990) Restructuring science education. The importance of theories and their development. Teachers College Press, New York

    Google Scholar 

  • Erduran S (2000) Emergence and application of philosophy of chemistry in chemistry education. Sch Sci Rev 81(297):85–87

    Google Scholar 

  • Erduran S (2001) Philosophy of chemistry: an emerging field with implications for chemistry education. Sci Educ 10(6):581–593

    Article  Google Scholar 

  • Erduran S (2003) Examining the mismatch between pupil and teacher knowledge in acid-base chemistry. Sch Sci Rev 84(308):81–87

    Google Scholar 

  • Erduran S (2005) Applying the philosophical concept of reduction to the chemistry of water: implications for chemical education. Sci Educ 14(2):161–171

    Article  Google Scholar 

  • Erduran S (in press) Breaking the law: promoting domain-specificity in science education in the context of arguing about the periodic law in chemistry. Found Chem

  • Erduran S, Duschl R (2004) Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom. Stud Sci Educ 40:111–144

    Article  Google Scholar 

  • Erduran S, Scerri E (2002) The nature of chemical knowledge and chemical education In: Gilbert J, de Jong O, Justi R, Treagust D, van Driel J (eds) Chemical education: towards research-based practice, Kluwer, Dordrecht, pp 7–27

    Google Scholar 

  • Fried M (2001) Can mathematics education and history of mathematics coexist? Sci Educ 10(4):391–408

    Article  Google Scholar 

  • Gabel D (1996) The complexity of chemistry: research for teaching in the 21st century. In: Paper presented at the 14th International Conference on Chemical Education, Brisbane, Australia

  • Gallagher JJ (1991) Prospective and practicing secondary school science teachers knowledge and beliefs about the philosophy of science. Sci Educ 75(1):121–133

    Article  Google Scholar 

  • Giere R (1988) Explaining science. A Cognitive Approach. University of Minnesota Press, Minneapolis

    Google Scholar 

  • Giere R (1999) Del realismo constructivo al realismo perspectivo, Enseñanza de las Ciencias extra issue, pp 9–13

  • Gil-Pérez D (1993) Contribución de la Historia y de la Filosofía de las Ciencias al Desarrollo de un Modelo de Enseñanza/Aprendizaje como Investigación. Enseñanza de las Ciencias 12(2):154–164

    Google Scholar 

  • Gilbert J (1997) Models in science and science education. In: Gilbert J (ed) Exploring models and modelling in science and technology education: contributions from the mistre group. The University of Reading, Faculty of Education and Community Studies, Reading, pp 5–19

  • Gilbert J (1998) Explaining with models. In: Ratcliffe M (eds) ASE guide to secondary science education. Stanley Thornes, London

    Google Scholar 

  • Gilbert JK, de Jong O, Justi R, Treagust DF, van Driel JH (eds) (2002) Chemical education: towards research-based practice. Kluwer, Dordrecht

  • Good R, Shymansky J (2001) Nature-of-science literacy in benchmarks and standards: port-modern/relativist or modern/realist? Sci Educ 10(1&2):173–185

    Article  Google Scholar 

  • Griffiths A, Preston K (1992) Grade-12 students misconceptions relating to fundamental characteristics of atoms and molecules. J Res Sci Teach 29:611–628

    Article  Google Scholar 

  • Harrison AG, Treagust DF (1996) Secondary students mental models of atoms and molecules: implications for teaching chemistry. Sci Educ 80(5):509–534

    Article  Google Scholar 

  • Harrison AG, Treagust DF (1998) Modelling in science lessons: are there better ways to learn with models?. Sch Sci Math 98:420–429

    Article  Google Scholar 

  • Harrison AG, Treagust DF (2000) Learning about atoms, molecules, and chemical bonds: a case study of multiple-model use in grade 11 chemistry. Sci Educ 84:352–381

    Article  Google Scholar 

  • Hodson D (1988) Toward a philosophically more valid science curriculum. Sci Educ 72(1):19–40

    Article  Google Scholar 

  • Izquierdo M (2000) Fundamentos epistemológicos. In: Perales FJ, Cañal P (eds) Didáctica de las ciencias experimentales. Teoría y Práctica de la Enseñanza de las Ciencias, Marfil, Alcoy, pp 35–64

    Google Scholar 

  • Izquierdo M, Adúriz-Bravo A (2003) Epistemological foundations of school science. Sci Educ 12(1):27–43

    Article  Google Scholar 

  • Jiménez Aleixandre MP (1996) Dubidar para Aprender. Edicións Xeráis, Vigo

    Google Scholar 

  • Johnstone AH (1991) Why is science difficult to learn? Things are seldom what they seem. J Comput Assist Learn 7:75–83

    Google Scholar 

  • Justi R, Gilbert J (2002) Models and modelling in chemical education. In: Gilbert JK, de Jong O, Justi R, Treagust DF, van Driel JH (eds), Chemical education: towards research-based practice. Kluwer, Dordrecht, pp 47–68

    Google Scholar 

  • Lampert M (1990) When the problem is not the question and the solution is not the answer: mathematical knowing and teaching. Am Educ Res J 27(1):29–63

    Article  Google Scholar 

  • Leach J (2001) Epistemological perspectives in science education research. In: Psillos D (eds) Science education research in the knowledge based society, vol. I. Aristotle University, Thessaloniki, pp 13–15

    Google Scholar 

  • Lederman N (1992) Students and teachers conceptions of the nature of science: a review of the research. J Res Sci Teach 29(4):331–359

    Article  Google Scholar 

  • Levy Nahum T, Hofstein A, Mamlok-Naaman R. Bar-Dov Z (2004) Can final examinations amplify students misconceptions in chemistry? Chem Educ Res Pract Europe 5(3):301–325

    Google Scholar 

  • Loucks-Horsley S, Brooks JG, Carlson MO, Kuerbis PJ, Marsh DD, Padilla MJ (1990) Developing and supporting teachers for science education in the middle years. National Center for Improving Science Education, Andover, MA

    Google Scholar 

  • Loucks-Horsley S, Hewson PW, Love N, Stiles KE (1998) Designing professional development for teachers of science and mathematics. Corwin Press, Thousand Oaks, CA

    Google Scholar 

  • Lombardi O (1997) La Pertinencia de la Historia en la Enseñanza de Ciencias: argumentos y Contraargumentos. Enseñanza de las Ciencias 15(3):343–349

    Google Scholar 

  • Matthews M (ed) (1991) History, philosophy and science teaching: selected readings. OISE Press, Toronto

    Google Scholar 

  • Matthews M (1994) Science teaching: the role of history and philosophy of science. Routledge, New York

    Google Scholar 

  • Matthews M (1997) James T. Robinsons Account of the philosophy of science and science teaching: some lessons for today from the 1960s. Sci Educ 81(3):295–315

    Google Scholar 

  • Matthews M (2000) Time for science education: how teaching the history and philosophy of pendulum motion can contribute to science literacy. Plenum Publishers, New York

    Google Scholar 

  • McComas W (ed) (1998) The nature of science in science education. rationales and strategies. Kluwer, Dordrecht

    Google Scholar 

  • McRobbie C, Tobin K (1994) Restraints to reform: the congruence of teacher and student actions in a chemistry classroom. In: Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA

  • National Research Council (1996), National science education standards. National Academy Press, Washington

    Google Scholar 

  • Papineau D (1993) Philosophical naturalism. Blackwell, Oxford

    Google Scholar 

  • Robinson W (2003) Chemistry problem-solving: symbol, macro, micro, and process aspects. J Chem Educ 80:978–982

    Google Scholar 

  • Scerri E (2003) Philosophical confusion in chemical education research. J Chem Educ 80(5):468–474

    Google Scholar 

  • Scerri ER, McIntyre L (1997) The case for the philosophy of chemistry. Synthese 111:213–232

    Article  Google Scholar 

  • Schwab J (1962) The teaching of science as enquiry. In: Schwab J, Brandwein P (eds) The teaching of science. Harvard University Press, Cambridge, MA, pp 3–103

    Google Scholar 

  • Seroglou F, Koumaras P (2001) The contribution of the history of physics in physics education: a review. Sci Educ 10(1&2):153–172

    Article  Google Scholar 

  • Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Res 15(2):4–14

    Google Scholar 

  • Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harvard Educ Rev 57(1):1–22

    Google Scholar 

  • Solomon J, Aikenhead G (eds) (1994): STS education: international perspectives on reform. Teachers College Press, New York

    Google Scholar 

  • Taber KS (2002) Chemical misconceptions prevention, diagnosis and cure volume 1: theoretical background. Royal Society of Chemistry, London

    Google Scholar 

  • Taber K, Coll R (2002) Bonding. In: Gilbert JK, de Jong O, Justi R, Treagust DF, van Driel JH (eds) Chemical education: towards research-based practice. Kluwer, Dordrecht, pp 213–234

    Google Scholar 

  • Tobin K, Seiler G, Smith MW (1999) Educating science teachers for the sociocultural diversity of urban schools. Res Sci Educ 29(1):68–88

    Google Scholar 

  • Tsaparlis G (1997) Atomic and molecular structure in chemical education: a critical analysis from various perspectives of science education. J Chem Educ 74:922–925

    Article  Google Scholar 

  • van Brakel J (2000) The philosophy of chemistry. University of Louvain Press, Louvain

    Google Scholar 

  • van Driel JH (1998) Teachers knowledge about the nature of models and modelling in science. In: Paper presented at the Annual Meeting of the National Association for Research in Science Education, San Diego, CA

  • Wallace J, Louden W (2000) Dilemmas of science teaching: perspectives on problems of practice. Kluwer, Dordrecht

    Google Scholar 

  • Woody A (1995) The explanatory power of our models: a philosophical analysis with some implications for science education. In: Finley F, Allchin D, Rhees D, Fifield S (eds) Proceedings of the third international history, philosophy, and science teaching conference, vol 2. University of Minnesota, Minneapolis, pp 1295–1304

Download references

Author information

Authors and Affiliations

  1. Graduate School of Education, University of Bristol, 35 Berkeley Square, Bristol, BS8 1JA, UK

    Sibel Erduran

  2. School of Education, University of Buenos Aires, Buenos Aires, Argentina

    Agustin Aduriz Bravo

  3. Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel

    Rachel Mamlok Naaman

Authors
  1. Sibel Erduran
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Agustin Aduriz Bravo
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Rachel Mamlok Naaman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sibel Erduran.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Erduran, S., Bravo, A.A. & Naaman, R.M. Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education. Sci & Educ 16, 975–989 (2007). https://doi.org/10.1007/s11191-006-9072-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-006-9072-4

Keywords

Search

Navigation