Chemical education : towards research-based practice by John Gilbert; et al

By John Gilbert; et al

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Talking Science: Language, Learning and Values. Norwood, NJ: Ablex. Lythcott, J. (1990). Problem solving and requisite knowledge of chemistry. Journal of Chemical Education, 67(3), 248-252. R. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge. McIntyre, L. (1999). The emergence of the philosophy of chemistry, Foundations of Chemistry, 1(1), 57-63. McRobbie, C. and Tobin, K. (1994). Restraints to reform: The Congruence of teacher and student actions in a chemistry classroom.

For our purposes here, what pedagogical formats would facilitate the learning of issues surrounding reduction? g. reductive versus non-reductive accounts) can be promoted in students’ thinking. Towards this end, exemplar tasks can be designed to enable appropriation of the controversial nature of reduction in philosophy of chemistry. One such task could involve the assessment of contrasting arguments for the relationship between molecular structure and chemical composition. g. Osborne, Erduran, Simon & Monk, 2001) and the design of exemplar tasks on reduction would contribute to the promotion of argumentation in school science.

The philosophy of chemistry. Leuven: Leuven University Press. H. (1992). The historicality of cognition: Implications for science education research. Journal of Research in Science Teaching, 29(4), 423-434. S. (1976). The value of historical concepts in science education. Journal of Chemical Education, 53, 96-97. Winchester, I. ) (1997). Proceedings of the International History and Philosophy of Science and Science Teaching Conference [CR-ROM]. Calgary: University of Calgary. L. (1985). Student understanding of chemical equation Balancing.

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