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Chemistry Education and Contributions from History and Philosophy of Science

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 20th 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 of the history and philosophy of science.

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Detail Information
Series Title
-
Call Number
370
Publisher
Cham : Springer Cham.,
Collation
-
Language
English
ISBN/ISSN
978-3-319-26248-2
Classification
370
Content Type
text
Media Type
computer
Carrier Type
online resource
Edition
-
Subject(s)
History of Science
Philosophy of Science
Science Education
Specific Detail Info
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Statement of Responsibility
Other Information
Cataloger
ratna
Source
https://link.springer.com/book/10.1007/978-3-319-26248-2
Validator
taufik
Digital Object Identifier (DOI)
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Journal Volume
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Journal Issue
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