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Titlebook: Chemistry Education and Contributions from History and Philosophy of Science; Mansoor Niaz Book 2016 Springer International Publishing Swi

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書目名稱Chemistry Education and Contributions from History and Philosophy of Science
編輯Mansoor Niaz
視頻videohttp://file.papertrans.cn/225/224776/224776.mp4
概述Proposes a framework for the teaching of chemistry in the light of History and Philosophy of Science (HPS).Reviews the results and conclusions of current research in chemistry education.Highlights the
叢書名稱Science: Philosophy, History and Education
圖書封面Titlebook: Chemistry Education and Contributions from History and Philosophy of Science;  Mansoor Niaz Book 2016 Springer International Publishing Swi
描述.This book explores the relationship between the content of chemistry education and the history and philosophy of science (HPS) framework that underlies such education. It discusses the need to present an image that reflects how chemistry developed and progresses. It proposes that chemistry should be taught the way it is practiced by chemists: as a human enterprise, at the interface of scientific practice and HPS. Finally, it sets out to convince teachers to go beyond the traditional classroom practice and explore new teaching strategies. ..The importance of HPS has been recognized for the science curriculum since the middle of the 20.th. century. The need for teaching chemistry within a historical context is not difficult to understand as HPS is not far below the surface in any science classroom. A review of the literature shows that the traditional chemistry classroom, curricula, and textbooks while dealing with concepts such as law, theory, model, explanation, hypothesis, observation, evidence and idealization, generally ignore elements of the history and philosophy of science. This book proposes that the conceptual understanding of chemistry requires knowledge and understanding
出版日期Book 2016
關(guān)鍵詞Conceptual change; Learning chemistry; Nature of Science; Oil drop experiment; Progress of chemistry; Sto
版次1
doihttps://doi.org/10.1007/978-3-319-26248-2
isbn_softcover978-3-319-79915-5
isbn_ebook978-3-319-26248-2Series ISSN 2520-8594 Series E-ISSN 2520-8608
issn_series 2520-8594
copyrightSpringer International Publishing Switzerland 2016
The information of publication is updating

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https://doi.org/10.1007/978-1-4471-2966-0ing the nature of science, and there is considerable controversy with respect to its conceptualization and implementation in the classroom. Some science educators consider that there are two ways of understanding the nature of science: (a) domain-general (based on explicit references to the followin
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Experimental Design and Latin Squaresand philosophers of science. Chalmers (.. Dordrecht: Springer; 2009) claims that Dalton’s theory had no testable content. On the contrary, Rocke (Email to author dated October 30, 2013, reproduced with permission; 2013) considers that Dalton’s atomism is a successful theory. A study designed to eval
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Quality Control Charts by Attributes the concept of mole, Avogadro’s number, conservation of matter, balancing chemical equations, and the laws of definite and multiple proportions. Furthermore, according to A. Rocke, from the historical perspective, laws of definite and multiple proportions are nothing more than special cases of the
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